MUTIARA ISLAM SENIOR HIGH SCHOOL
LESSON PLAN
Academic Year 20102011
School Unit : Senior High School
Subject : Mathematics
Grade/ Semester : XI Science Program / 1
Session : 3 Times
Duration : 6 x 45 minutes
Standard Competence : 1. Using statistics rule, Counting methods and the characteristic of probability in problem solving
Basic Competence : 1.4 Using multiplication counting principle, permutations and combinations in problem solving
Indicators : 1. Using multiplication counting principle in problem solving
2. Using permutations in problem solving
3. Using combinations in problem solving
 I. OBJECTIVES
a) The students are able to use multiplication counting principle in problem solving
b) The students are able to use permutations in problem solving
c) The students are able to use combinations in problem solving
 II. LEARNING RESOURCES
a. Student book
b. Student’s Worksheet page 54 number 1 5
Reference :
 III. TOOLS AND MATERIALS
Tools : Boardmarker, LCD, Komputer, Power Point presentation
Materials : case about multiplication counting, permutation, combination.
 IV. LEARNING TEACHING ACTIVITY
Teaching Model : Direct Instruction
Methods : Recitation, discussion.
 Introduction
 The teacher informs the students that they are going to learn about using multiplication counting principle
 The teacher gives a problem to the students
The problem is an ice cream store offers two kinds of bowl. There are cup and cone. To satisfy the customer, there are available five choices of flavour. There are chocolate, moca, strawberry, vanilla and durian. To serve each request the customer, the seller offers three kinds of the sum of scoops. There are one scoop, two scoops and three scoops. How many the choices of the kinds of ice cream that it can be offered by the seller ?
 The teacher informs the students that by using the method of multiplication counting principle and they could solve this problem.
 The teacher shows something. It is toss two coins once simultaneously. Can you find all possible outcomes?
 The teacher asks the students to show their answer
 Main Activity
The expected answer :
Coin 1 : Number or picture
Coin 2 : Number or picture
we could simply list the four outcomes as
number and number, number and picture, picture and number, picture and picture
 The teacher explain that if they spell like that it is need a long time.So they can replaced :
Number by letter N
Picture by letter P
 The teacher explain that to get the number of possible outcomes in toss two coin once simultaneously we can make a tree diagram or table.
Table :
Coin 1 
Coin 2 
N 
N 
N 
P 
P 
N 
P 
P 
Tree Diagram
 The teacher informs the students that :
The number of picture in the coin 1 = 2
The number of picture in the coin 2 = 2
The number of possible outcomes = 4
 The teacher The teacher ask the students to make group in pairs with their friends. The teacher gives problem 1 to the students.
The problem is Tiwi wakes up in the morning and finds he has 3 clean pairs of pants and 4 clean shirts. How many ways can he dress for his math class if we presume that he has a black pair of pants, a green pair, and a tan pair, while his shirts are colored lime, pink, red, and yellow. (Tiwi is not a candidate for bestdressed student on campus.) We divide the procedure of Tiwi getting dressed into two first he chooses his pants and next he chooses a shirt ?
 The teacher gives opportunity to the students to solve the problem
The teacher asks the students to show their answer and asks other students to give opinion about the presented answer
The expected answer :
Pants : Black by letter B Shirt : Lime by letter L Green by letter G Pink by letter P Tan by letter T Red by letter R Yellow by letter Y
Table :
Pants 
Shirt 
B 
L 
B 
P 
B 
R 
B 
Y 
G 
L 
G 
P 
G 
R 
G 
Y 
T 
L 
T 
P 
T 
R 
T 
Y 
Tree Diagram :
The number of pants = 3
The number of shirt = 4
The number of possible ways = 12
9. The teacher gives problem 2 to the students
The problem is toss three coins once simultaneously. Can you find all possible outcomes?
10.The teacher gives opportunity to the students to solve the problem
11.The teacher asks the students to show their answer and asks other students to give opinion about the presented answer
The expected answer :
Number by letter N
Picture by letter P
Table
Coin 1 
Coin 2 
Coin 3 
N 
N 
N 
N 
N 
P 
N 
P 
N 
N 
P 
P 
P 
N 
N 
P 
N 
P 
P 
P 
N 
P 
P 
P 
Tree diagram :
The number of picture in the coin 1 = 2
The number of picture in the coin 2 = 2
The number of picture in the coin 3 = 2
The number of possible outcomes = 8
12.The teacher guides the students to make generalizations about the pattern of tossing of coin problem and pants and shirts problem
Before that, the teacher writes a table that shows relation among three problems :
Problems 
First selection 
Second selection 
Third selection 
Chices 
Tossing of two coin 
2 
2 

4 
Pants and shirts 
3 
4 

12 
Tossing of three coin 
2 
2 
2 
8 
The teacher asks the students to raise their hand if they want to answer.
The expected answer :
The generalization among the pattern is many choices is multiplication the fist selection ,second selection and third selection
 If there are k ways to make a fist selection and l ways to make a second selection then there are k x l ways to make the two selection
 If there are k ways to make a fist selection, l ways to make a second selection and m ways to make a third selection then there are k x l x m ways to make the two selection
 If there are k ways to make a fist selection and l ways to make a second selection and soon until n selection then there are k x l x … ways to make the n selection
13.The teacher asks the students to solve the problem about the ice cream store that have been explained in beginning learning.
The expected answer :
Problem 
Kinds of bowl 
Flavour 
The sum of scoops 
choices 
The ice cream store 
2 
5 
3 
30 
So there are 30 choices of the kinds of ice cream that it can be offered by the seller
 Closing
 The teacher guides the students to make a summary of the learning material they have studied.
 The teacher asks the student to do exercise relating with the topics at home as an enrichment.
 V. ASSESSMENT
Technique : written test
Kind of assessment : written question
 VI. REFERENCES
Siswanto.2003.Pelajaran Matematika 2A. Solo: Tiga Serangkai
Wirodikromo, Sartono. 2007. Matematika untuk SMA Kelas XI. Jakarta: Erlangga
Internet



