Proportion

LESSONS PLAN
School Unit
Subject
Class/Semester
Standard Competence
: SMP Negeri 2 Jombang

: Mathematics
: VII/1
: 3.Using algebraic form, linear equation and linear
inequality in one variable, and proportion in problem
solving.
Basic Competence
: 3.4. Using ratio and proportion to solve problem.
Indicators
: 1. Understanding direct proportion.

2. Understanding inverse proportion.
3. Solving daily live problem using direct proportion.
4. Solving daily live problem using inverse proportion.
: 4 x 40 minutes
Time Allocation
A. Learning Objectives
1. Students are able to understand direct proportion.
2. Students are able to understand inverse proportion.
3. Students are able to solve daily live problem using direct proportion.
4. Students are able to solve daily live problem using inverse proportion.
B. Learning Model
Learning model
Type
: Cooperative Learning
: Think-Pair-Share
C. Learning Activities
First Meeting
1. Opening
1st phase: Clarify the learning goals and motivate students.
1 Students are clarified the learning goals.
2 Apperception : asking the last material about scaled figure and ratio.
3 Motivation : relating this lesson to their daily activity.
Example:
A friend gave you a recipe for chocolate chip cookies that makes 36 servings.
Here is the recipe for chocolate chips:
You tried the recipe for your family. But, you just needed 12 servings because
there are 12 persons in your family. Can you determine the amount of each
ingredient needed for your family?
2. Main activities
2nd phase: Clarify the information.
1 Students are explained about direct proportion and how to solve problem in daily
2
live about direct proportion.

Students are informed about the learning that will be done, that is think pair share.
They will be organized in pairs.
Thinking activity
3
4
Students are given some problem in students worksheet.

Students solve the problem by thinking critically.
3rd phase: Organizing students in groups.

Pairing activity
5 Students make a group consist of two persons and discuss the solution of the
problem.
4th phase: Guiding the groups
6 Students are given chance to ask if they dont understand.
7 Encourage each group to solve the problem.
8 Analyze students works and give motivation to them.
5th phase: Evaluation
Sharing activity
9 Some groups present their work result and must be responsible to their answer
10 Another group gives comment or poses the question to the performing group by
thinking critically and appreciating the work and achievements of others.
11 Teacher and students evaluate the ideas and teacher give right answer if there is
mistake in students ideas.
3. Closing
1. Teacher and students summarize the lesson.
6th phase: Giving rewards

2. Give rewards to the best group (partner).
3. Give homework.
Second Meeting
1.
Opening
1st phase: Clarify the learning goals and motivate students.
1.
2.
Students are clarified the learning goals.

Apperception : asking students homework about direct
proportion.
3.
Motivation : if students mastering this material, they can use it

in problem solving.
2.
Main activities
2nd phase: Clarify the information.
4. Students are given the example of inverse proportion.
5. Students observe inverse proportion and how to solve the problem by the guidance
of the teacher.
6. Students are informed about the learning that will be done, that is think pair share.
They will be organized in pairs.
Thinking activity
7. Students are given some problem in students worksheet.
8. Students solve the problem by thinking critically.
3rd phase: Organizing students in groups.
Pairing activity
9. Students make a group consist of two persons and discuss the solution of the
problem.
4th phase: Guiding the groups
10. Students are given chance to ask if they dont understand.
11. Encourage each group to solve the problem.
12. Analyze students works and give motivation to them.
5th phase: Evaluation
Sharing activity
13. Some groups present their work result and must be responsible to their answer
14. Another group gives comment or poses the question to the performing group by
thinking critically and appreciating the work and achievements of others.
15. Teacher and students evaluate the ideas and teacher give right answer if there is
mistake in students ideas.
3. Closing
1.
2.
3.
Students are given an individual quiz of direct proportion and
inverse proportion.
Students collect the quiz.
Teacher and students summarize the lesson.
6th phase: Giving rewards

4.
5.
Give rewards to the best group (partner).

Teacher closes the meeting.
D. Materials and source

Source:
http://illuminations.nctm.org/LessonDetail.aspx?id=L781
http://illuminations.nctm.org/Lessons/FeedingFrenzy/FeedingFrenzy-AS.pdf
http://illuminations.nctm.org/Lessons/FeedingFrenzy/FeedingFrenzy-AK.pdf
http://zonalandeducation.com/mstm/physics/mechanics/forces/directProporti
on/directProportion.html
E. Assessment
Technique
Instrument model
: Performance Assessment, Written test

: Students worksheet, Quiz
Worksheet (First Meeting)

Name : 1. ..................................................
2. ...................................................
Class :
Feeding Frenzy
INGREDIENT
all-purpose flour
AMOUNT
IN RECIPE
(36
SERVINGS)
1
2
4 c
baking soda
salt
1 tsp
1
2 tsp
butter, softened
white sugar
1c
3
4
eggs
2
vanilla extract
2 tsp
semisweet chocolate 3 c
chips
1
chopped walnuts
1
2
AMOUNT
FOR 12
SERVINGS
AMOUNT
FOR 60
SERVINGS
AMOUNT
FOR 24
SERVINGS
AMOUNT
FOR 300
SERVINGS
a. A friend gave you a recipe for chocolate chip cookies that makes 36 servings. Determine
the amount of each ingredient needed for your family (12 servings), for a party (60
servings), for your class (24 servings), and for a bake sale (300 servings). Record
measurements as common fractions (for example, use rather than 0.75).
b. A bag of chocolate chips contains 2 cups. How many bags would you need to serve 60?
to serve 300?
c. How would you measure out 13 of an egg?
d. Looking at the original recipe, is there an easier number of cookies to make for the bake
sale? Why is that number easier?
Answer Key of Worksheet (First Meeting)

Feeding Frenzy
1.
A friend gave you a recipe for chocolate chip cookies that makes
36 servings. Determine the amount of each ingredient needed for your family (12
servings), for a party (60 servings), for your class (24 servings), and for a bake sale (300
servings). Record measurements as common fractions (for example, use rather than
0.75).
INGREDIENT
AMOUNT
FOR 12
SERVINGS
AMOUNT
FOR 60
SERVINGS
all-purpose
flour
AMOUNT
IN RECIPE
(36
SERVINGS)
1
2 c
4
3
c
4
3
3 c
4
baking soda
1 tsp
1
tsp
3
2
1 tsp
3
2
tsp
3
1
8 tsp
3
salt
1
tsp
2
1
tsp
6
5
tsp
6
1
tsp
3
butter, softened
1c
1
c
3
2
1 c
3
2
c
3
1
18 c
3
white sugar
3
c
4
1
c
4
1
1 c
4
1
c
2
eggs
2
3
vanilla extract
2 tsp
2
tsp
3
1
3 tsp
3
1
1 tsp
3
2
16 tsp
3
semisweet
chocolate chips
chopped
walnuts
3c
1c
5c
2c
25 c
1
1 c
2
1
c
2
1
2 c
2
1c
1
12 c
2
1
3
AMOUNT AMOUNT
FOR 24
FOR 300
SERVING SERVING
S
S
1
3
1 c
18 c
2
4
1
3
1. A
1
tsp
6
1
c
4
16
2
3
bag of chocolate chips contains 2 cups. How many bags would you need to serve 60? to
serve 300?
60 servings: 3 bags
300 servings: 13 bags
2.
How would you measure out 13 of an egg?
Answers will vary.

One way is to beat an egg, measure it, and then use
13 of that amount.
3.
Looking at the original recipe, is there an easier number of

cookies to make for the bake sale? Why is that number easier?
288. Since the original recipe yields 36 cookies and

the greatest denominator in the ingredient quantities
used for the original recipe is 4, any multiple of 144
(36 x 4), such as 288, will yield whole number
ingredient quantities.
Worksheet (Second Meeting)

Name : 1. ..................................................
2. ...................................................
Class :
Understanding
Inverse Proportion
Speed (km/hour)
40
60
80
120
Time (hour)
6
4
3
2
Remark
1st row
2nd row
3rd row
4th row
By using the table above, make a comparison between magnitudes of speed in two specific
rows, and also a comparison between the magnitudes of time in two specific rows as follows.
1.
Consider the second and the third row!

Speed 2nd row
= = ...
Speed 3 rd row
Time 2nd row
= = ...
Time3 rd row
The fraction
2.
3
4
is the reciprocal of the
4
3
Similarly, make a comparison between the second row and the

fourth row!
3.
4.
Based on the above activities, make a conclusion!

A contractor estimates that he can have a work completed in 40
days by employing 48 workers. After 10 days, the work is paused for 6 days. How
many workers must he add so that the work can be completed in time?
QUIZ
1
It takes 5 hours to travel from city T to city M by car with an average speed of 72
km/hour. How long it takes for the car to travel that distance if it runs at an average speed
of 80 km/hour?
Tanti bakes some bread filled with chocolate and some bread filled with cheese. To make
18 breads filled with chocolate requires 4 kg of wheat and to make 15 breads filled with
cheese requires 3 kg of wheat. How many kg of wheat is needed if Tanti wants to bake
216 breads of chocolate and 135 breads filled with cheese?

A landlord estimates that he can provide food for 315 persons for 8 days. If the food
supply is exhausted in 6 days, then how many additional residents are there?

Proportion

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LESSONS PLAN

: SMP Negeri 2 Jombang

: 3.4. Using ratio and proportion to solve problem.

: 1. Understanding direct proportion.

live about direct proportion.

Students are given some problem in students worksheet.

3rd phase: Organizing students in groups.

6th phase: Giving rewards

Students are clarified the learning goals.

Motivation : if students mastering this material, they can use it

Students are given an individual quiz of direct proportion and

6th phase: Giving rewards

Give rewards to the best group (partner).

D. Materials and source

: Performance Assessment, Written test

Worksheet (First Meeting)

c. How would you measure out 13 of an egg?

Answer Key of Worksheet (First Meeting)

How would you measure out 13 of an egg?

Answers will vary.

Looking at the original recipe, is there an easier number of

288. Since the original recipe yields 36 cookies and

Worksheet (Second Meeting)

Consider the second and the third row!

is the reciprocal of the

Similarly, make a comparison between the second row and the

Based on the above activities, make a conclusion!

216 breads of chocolate and 135 breads filled with cheese?

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