LESSON PLAN

Name of School :
Subjects : Mathematics
Class/Semester : VII/2
Topic : Triangle and Quadrilateral
Subtopic : Quadrilateral
Time Allocation : 2 x 40 minutes

I. COMPETENCE STANDARD
Understanding the concept of triangle and quadrilateral and determining their measures.
II. BASIC COMPETENCE
Identifying properties of rectangle, square, trapezium, parallelogram, rhombus, and kite.
III. INDICATORS
a. Deriving the formula of area of kite.
b. Calculating the area of kite.
IV. LEARNING OBJECTIVES
By doing discussion in group, students are expected to be able to:
c. Derive the formula of area of kite.
d. Calculate the area of kite.
V. LEARNING MATERIAL
1. Kite
Kite is one type of quadrilateral whose diagonals are perpendicular to each other and
one of its diagonals divides another one into two same lengths. In the following is the
figure of a kite ABCD.
 2. The Area of Kite
Look at the figure in the left side.
The area of a kite ABCD is:
1
= × 𝑑1 × 𝑑2
2
1
= × AC × BD
2
Where 𝑑1 denotes the first diagonal
𝑑2 denotes the second diagonal

VI. LEARNING MODEL AND METHODS

Learning Model : Cooperative
Learning Methods : Catechizing, discussion, assignment.

VII. LEARNING SOURCES AND MEDIA

 Learning Source
Matematika Konsep dan Aplikasi 2, Penerbit: Departemen Pendidikan Nasional, Jakarta.
 Media/tools
Visual aid/Student worksheet

VIII. LEARNING ACTIVITIES

Teacher Activities Students Activities Time Lot
I PRE ACTIVITIES 10 minutes
a. Giving reference
Teacher tells students about the Listen to the teacher’s
learning materials that will be explanation.
discussed and tells the learning
objectives that will be reached.
b. Apperception
Teacher asks students to remain them Students answer the question
about isosceles triangle and the about isosceles triangle and
formula of finding the area of a the formula of finding the
triangle. area of a triangle.
c. Motivation
Teacher stressess that if students can Listen to the taecher’s
master the material well, then they explanation.
will be able to determine the area of
kite, determine one of diagonals of
kite if they are given its area and
another diagonal, and they are going
to understand easily the following
material.

Teacher asks students to work in a Students work in their own

group, and distributes the worksheet. group.

II. CORE ACTIVITIES 60 minutes

1. Exploration
a. Students are directed to work in their Students make a discussion
group and to do the worksheet in their own group and do
according to their own exercises in the worksheet
comphrehension. refer to the visual aid that is
used.

Teacher guides each group in doing Student who gets difficulties

discussion, and helps student who gets can ask to the teacher.
difficulties by giving some directed
questions therefore that student has a
comprehension about the concept of
determining the area of kite.

2. Elaboration
a. Each group is asked to show the result
of discussion, while other groups give The representative of each
comments. The teacher assesses group describes the result of
 student’s activity based on the discussion, while the other
observation sheet. students give comment.
Students deepen their
comprehension about the
concept of determining the
area of kite.
3. Confirmation
a. Teacher gives positive feedback and
reinforcement orally, written
language, or by giving signal toward
the student’s success.
b. Teacher gives motivation to students
who have not been active during
learning process.
c. Teacher directs students to make a Students make a conclusion
conclusion about concept of about concept of
determining the area of kite which determining the area of kite.
have been discussed.
III. Post Activity 10 minutes
a. Teacher guides students to make a Students make a summary
summary about the topic that has been about the topic that has been
discussed. discussed.
b. Teacher gives a test. Students do the test.
c. Teacher gives a homework. Students make a note of
homeworks that are given by
the teacher.

IX. ASSESSMENT
Indicators of success:
a. Deriving the formula of area of kite.
b. Calculating the area of kite.
.
a. Cognitive Assessment
Teacher do the post-test by giving questions which doesn’t repeat learning experiment.
The assessment in this learning gives priority to the process assessment in the form of
assignment sheet that is done by students.
b. Affective Assessment
This assessment is done by using individual observation sheet, which is done by the
teacher. During the learning process, the teacher do the assessment either in the form
of ”comment” or observation.

Technique : Written test.

Instrument form : Essay
Instruments :
 Problems
1. The lengths of diagonals of a kite are 2a cm and 2b cm. Determine the area of that kite!

2. The area of a kite is 64 cm2. If the length of one of its diagonal is 16 cm then determine
the length of another one!

 Scoring Rubric and The Answers

Number Descriptions of the expected answers Score
of
Problem
1. Let a kite ABCD. AC = 2a cm and BD = 2b cm 5
1 3
The area of kite = 2 × AC × BD
1
= × 2𝑎 × 2𝑏
2
1
= 2 × 4𝑎𝑏

= 2𝑎𝑏 7

Therefore, the area of the kite is 2𝑎𝑏 cm2

2 1 3
The area of the kite = 2 × 𝑑1 × 𝑑2
1
64 = 2 × 16 × 𝑑2

64 = 8 𝑑2
 64
𝑑2 =
8
𝑑2 = 8 cm 7
Therefore, the length of another diagonal is 8 cm.

Maximum Score 25

The calculation of final score in scale 0-100 is as follows.

∑ Score
Final Score : ∑ maximum score
× 100

 Assessment Form of Cognitive aspect

Number of Scores
Name of Information
No problem
students
1 2 3
1
…

25

 Form of students’ behavior observation sheet (Affective assessment)

Behavior

N indicators
Respect to teacher
Mastering topics

u
Average Score
(qualitative)

m
Descipline
Diligence

Activity

be
r Name of student

1
…

25
 Assessment description
 Criteria of score 5 = very bad
10 = bad/seldom
15 = enough
20 = good/often
25 = very good/very often
 Criteria of assessment :
25 – 49 = very bad
50 – 59 = bad
6O – 74 = enough
75 – 80 = good
81 – 100 = very good
 The total of maximum score is 100 got from 5 (maximum score for every behavior) x 5 (5
kinds of assessed behavior).

 Further Action

If 85% of students or more are passed then the next meeting can be continued with new
learning topic, otherwise, if they are not, then in the next meeting the same topic will be
discussed again.

Acknowledgement, Singaraja, Mei 2012

Principal of , Teacher,

(………………………..) (……………………)
NIP. NIP.