LESSON PLAN

Name : Deta Wulan Dari

NIM : 21130007

Date : Thursday, 6 June 2023

Subject : Mathematics

Grade : VII

References : 7th grade junior high scholl math book semester 1

Unit/Standard : Integers

Learning objective :

By the end of the lesson, students will be able to

1. Define integers
2. Operations arithmetic integers
3. Types of integers

Materials needed

1. Whiteboard
2. Markers
3. Calculators

Introduction/Warm-Up

1. Hello, good morning everyone, how are you all? Alright, this morning I will discuss
integer material.
2. Before we start, does anyone know what integers mean?
3. Yes, Integers are a collection or set of numbers whose values are whole, such as 0, 1, 2, -
1, -2 and so on. Integers consist of whole numbers and negative integers. Examples of
numbers in everyday life are when buying lights, televisions, refrigerators and eggs.
Explicit instructions :

1. Integers are numbers that consist of positive, negative and zero numbers. Included in
integers are whole numbers, negative integers.
2. Integer operations
a. Compare and subtract integers

Negative numbers are on the left, positive numbers are on the right, the right the
number is bigger, the left the number is smaller
b. How to compare integers
1) ¿ which means greater than
2) ¿ which means less than,
3) ¿ which means equal to
3. Count opration
There are 4 operations to count numbers,namely :
1) Operations arithmetic additions
In addition,the following properties apply :
 The assosiative property, that is (a + b) + c = a + ( b + c )
 The commutative property, thast is a + b = b + a
 Identity element,that is a + 0 = 0 + a

Example of adding integers

(2 + 5) + 4 = 2 + (5 + 4) = 11
6 + 7 = 7 + 6 = 13
8+0=0+8=8
2) Subtraction opration

 a – b = a + (-b)
  a – (-b) = a + b
exsample
 12 – 20 = 12 + (-20) = -8
 1 – (-2) = 1 + 2 = 3
3) Operations arithmetic multiplication
In multiplication, the following properties apply.
1. The result of multiplying two or more integers must follow the following
conditions.
 Multiplication between positive integers = positive. An example of
multiplication is 2 x 3 = 6.
 Multiplication between negative integers = positive. An example of
multiplying (-2) x (-3) = 6.
 Multiplying positive and negative integers = negative. An example of
multiplying (-2) x 3 = -6.
2. The associative property, namely (a x b) x c = a x (b x c)
3. The commutative property, namely (a x b) x c = a x (b x c)
4. The distributive property, namely a x (b +c) = (a x b) (a x c)
4) Operations arithmetic division
1. The result of division between two or more integers must follow the following
conditions
1) Division between positive integers results in a positive number. An
example of division is 6 : 3 = 2
2) Dividing between negative integers results in a positive number. An
example of division is (-6) : (-2) = 3.
3) Division between positive and negative integers results in a negative
number. An example of division is 6 : (-2) = -3. Keep in mind that the
quotient between the two numbers. round is not always integers, for
example 6 : 4 = 1.5 (number 1.5 does not include integers).
2. The commutative property does not apply, for example 6 : 3 ≠ 3 : 6.
3. The associative property does not apply, for example (6 : 1) : 3 ≠ 6 : (1 : 3).
 4. When divided by zero or zero as the divisible value, results in an infinite and
undefined value.
An example is as follows.

2 : 0 = ~ and 3 : 0 = ~ , while 2 ≠ 3
0 : 2 = 0 and 0 : 3 = 0, while 2 ≠ 3

Supportted practice :
1. Result of −35+ (−48 :6 ) is
Soluction :
 The first way is to add up th numbers in brackets
 After you get the result,you add it to the intial number
¿−35+ (−48:6 )
¿−35+ (−8 )
¿−4
2. The result of 4 × (−5 ) +12 :2−6
Soluction :
 The first step is to add up the multiplication,after getting the result
 Then add up the numbers in the dividion,then add up all the numbers
 4 × (−5 ) +12 :2−6
¿−20+6−6
¿−20

3. Determine the result of the following operations using a number line and determine the
result
a. – 40 + 57 + (- 134)
b. 154 – 812 + 991
soluction :
Because the numbers in the problem above are quite large, so in making the number line
you don't need to use a certain scale, just sketch it.
a. – 40 + 57 + (- 134) = - 177
 b. 154 – 812 + 991 = 333

4. The result of −25−(−24 )is

Soluction :
¿−25−(−24)
¿−25+24
¿ 24−25
So ¿−25−(−24 )=−1
5. If value x=2 , y=4 , z=6 then
If value 2 x+5 y −3 z is
Soluction :
 The first step is to enter the value of the questions given
 x=2 , y=4 , z=6
 2 x+5 y −3 z = 2(2)+5( 4)−3(6)
 ¿ 2(2)+5(4)−3(6)
¿ 4 + (−20 )−18
¿−34
Individual practive :
1. The result of (−20)+8×5–18:(−3)(−20)+8×5–18:(−3) is …
2. In the math competition each correct answer is given a score of 44, −2−2 wrong and
−1−1 unanswered. From the 5050 questions given by Budi, the answers were 3939
correct and 44 wrong. The score obtained by Budi was …
3. The result of −2×(−5+17):(5−3)−2×(−5+17):(5−3) is …
 4. Known value a=3 b=−1 , and , c=−2 then the result of 2a+b−4c is …
5. The Transjakarta bus contains passengers departing from the terminal to the market, 4
people get off at the first stop, 2 people get on at the second stop until it turns out there
are 15 people at the market. How many passengers boarded at the terminal?
6. The result of 4 × (−5 ) +12 :2−6 is …

Differentatiation :
Mixed : discussion,invidual

Assessment :
Individual matters

Note :
The teacher gives more challenging questions to students who have high knowledge. And the
teacher pays special attention to students who have low absorption