Nisa Aula Nurussalamah

(2225200046)
5B
Lesson Plan
A. COURSE IDENTITY
School Identity : Senior High School (SMA)
Subject Identity : Mathematics (mandatory math)
Class / Semester : XII/1
Topic : Geometry
Subject Matter : Plane Diagonals, Space Diagonals, Diagonal Planes, And Its
Applications
Time Allocation : 1 × 30 minutes

B. Core Competencies (KI)

KI-1 : Live and practice his religious teachings
KI-2: Demonstrate honest behavior, discipline, responsibility, caring (gotong cooperation,
cooperation, tolerance, peace), polite, responsive, and pro-active as part of the solution
to various problems in interacting online effectively with the social and natural
environment and position themselves as reflection of the nation in the association of the
world
KI-3: Understanding, applying, and analyzing factual knowledge, conceptual, procedural, and
metacognitive based on desire know about science, technology, arts, culture, and
humanities with insight into humanity, nationality, statehood, and civilization related to
the causes of phenomena and events, as well as applying procedural knowledge to the
field specific studies according to their talents and interests solve the problem
KI-4 : Processing, reasoning, and presenting in concrete realms and realms abstract related to
the development of what he studied at school independently, act effectively and
creatively, and able to use methods according to scientific rules
C. Basic Competencies and Competency Achievement Indicators
Basic Competencies Competency Achievement Indicators
3.1 Describe the distance in space (between 3.1.1 Understand the concept of space
points, point to line, and point to field) geometry
4.1 Determines the inside distance space 3.1.2 Identify facts at distances in space
(between points, point to line, and (between points, point to line, and
point to plane) point to field)
 3.1.3 Describe the distance in space
(between points, point to line, and
point to field)
4.9.1 Specifies the distance in space
(between points, point to line, and
point to field)
4.9.2 Solving problems related to the
geometry of space
4.9.3 Presents solving problems related to
the geometry of space

D. Learning objectives
1. Through listening to videos and observing geometric shapes related to diagonal planes,
spatial diagonals, and diagonal planes, students can describe each of these diagonals.
2. After students have carried out the previous activities, students can work on the LPKD
provided correctly and correctly.
3. After students complete the activities on the LKPD, students can work on questions in
determining the distance on the diagonal.

E. Learning Materials
Fact :
There are so many found in our environment objects or buildings that have a slope such as
stairs and roofs in our homes. So knowing how to determine a diagonal will make it easier for
us to make something that has a certain slope to be more effective.
Draft:
1. Flat material (square and rectangle)
2. Material of the flat side (Cube and Block)
3. Various types of diagonals in geometric shapes
4. The Pythagorean formula for determining the length of the diagonal
Principle:
• Each plane has a diagonal
• Diagonal formula (pythagoras)
𝑐 2 = 𝑎2 +𝑏 2 or c = √𝑎2 +𝑏 2
Procedure:
• How to determine the diagonal of the field and its distance
• How to determine the diagonal of the room and its distance
• How to determine the diagonal plane and its distance
F. Model/Method
1. Model : Discovery Learning
2. Method : Discussion, Presentations
G. Tools, Media, and Learning Resources
1. Tools : Laptop/Handphone, Geogebra
2. Media : Video Youtube, worksheet(LKPD), Assignment Sheet
3. Learning Resources :
• Vidio ( https://youtu.be/m6piLwMdU_E, https://youtu.be/XuGjYBiDdrQ )
• Geogebra ( https://www.geogebra.org/m/zkefx9dw,
https://www.geogebra.org/m/q9hetsvk )
• Lkpd (https://www.liveworksheets.com/fd3261766fz )
• Teaching materials

H. LEARNING ACTIVITIES
Introduction (5 minutes)
Teacher Student
1. The teacher greets and asks one of 1. Students answer greetings, pray
the students to lead the prayer. The and attendance
teacher checks student attendance.
2. The teacher checks the student’s 2. Students answer the teacher’s
prerequisite abilities by asking questions.
questions about flat shapes (squares
and rectangles)
3. The teacher conveys the learning 3. Students pay attention to the
objectives and learning outcomes to teacher's explanation
be achieved in accordance with
what is written in the lesson plan
4. The teacher informs the learning 4. Students pay attention to the
steps that will be carried out. teacher's explanation
(explains the learning
model/method that will be carried
out according to the lesson plan)
Main Activity (20 minutes)
Stimulation
• The teacher presents a video about types of diagonals and how to determine the
distance on the diagonals of the geometric shape, then shows the simulation in
geogebra form
Problem statement
• Students are given the opportunity to ask questions about what they have observed
from the learning videos and geogebra
• If no one asks, then the teacher gives problems related to what is observed to trigger
discussion activities between students.
Data collection
• The teacher distributes worksheet links to each student to write down information
obtained from watching videos and observing simulations in Geogebra.
(https://www.liveworksheets.com/fd3261766fz )
Processing
• The teacher asks each student to complete each activity in the LKPD properly and
correctly.
Verification
• The teacher asks representatives from male and female students to convey the
results of the LKPD work. This activity is carried out alternately to equate the
understanding/opinion of each student.
Generalization
• The teacher guides each student using his own language and understanding to draw
conclusions from the material that has been studied.
Closing (5 minutes)
• The teacher asks student representatives to reflect on the conclusions of the results
of each activity, starting from the initial activity to the end that has been carried out.
• The teacher reminds students to review the material they have learned in class.
• The teacher gives assignment links to students to complete them at their respective
homes. (https://bit.ly/3UTxYqi)
• The teacher explains the material to be learned in the next meeting. Then ask
students to learn it first.
• The teacher provides opportunities for students to ask questions
 • The teacher closes the lesson by asking one of the students to lead a prayer after the
lesson and then gives a closing greeting
I. ASSESSMENT OF LEARNING OUTCOMES
1. Penilaian Sikap
No Technique Instrument Form Instrument Execution Time Remarks
Item
1. Observation Observation sheet Attached During the Individual
(observation) learning Assessment
process

2. Penilaian Pengetahuan
No Technique Instrument Form Instrument Execution Time Remarks
Item
1. Written LKPD (Link) Attached During the Individual
test learning Assessment
process

3. Penilaian Keterampilan
No Technique Instrument Instrument Execution Time Remarks
Form Item
1. Written Link Attached Outside the KBM Individual
Assignments for one week Assessment

Knowing
Principal Subject/Class Teacher

............................. Nisa Aula Nurussalamah

NIP. NIM. 2225200046
Attachment 1
ATTITUDE ASSESSMENT OBSERVATION SHEET

Class : XII/1
Date and time :
Topic : Geometry
Subject Matter : Plane Diagonals, Space Diagonals, Diagonal Planes, And Its
Applications
Meeting To: 1
NO Name Attitude Items Behavioral Follow-up
Spiritual Discipline Responsibility Confidence Records
1
2
3
Attachment 2

Name : ...
Class : ...
Link : https://www.liveworksheets.com/fd3261766fz

Achievement Indicators

1. Know the Diagonal Field, Diagonal Space and Diagonal Field

2. How to determine the distance on a diagonal

Working Instructions

1. Work individually
2. Read the worksheet carefully then carry out each activity
according to the steps ordered with full responsibility
3. Answer all the questions on the LKS and ask teacher if there
are things that are unclear
Let's watch the video

The 3D shape has three different diagonals. There are plane

diagonals, space diagonals, and plane diagonals. To get the length
of a diagonal, we can find it using the Pythagorean theorem. To
understand it better, watch the video below carefully!

CLICK link:
1. https://youtu.be/m6piLwMdU_E,
2. https://youtu.be/XuGjYBiDdrQ

Let's see geogebra

Observe the 3D spatial structure on the geogebra below to

deepen your understanding

CLICK link
CLICK link

https://www.geogebra.org/m/q9hetsvk
https://www.geogebra.org/m/zkefx9dw
 Come on comment

After you have watched the video and observed geometric

shapes on Geogebra, give your comments in the column
below!

Let's practice

The line തതതത

𝐵𝐺 in the image below is one the field diagonal on the
cube ABCD.EFGH and 𝑄𝑉 തതതത are one of the plane diagonals of the
PQRS.TUVW beam

1. How many diagonals are there in the cube and cuboid?

Cube :___, that is________________________________
Cuboid:___, that is_______________________________

Line തതതത
𝐶𝐸 in the image below is one diagonal space on the cube
ABCD.EFGH and തതതത𝑅𝑇 is one of space diagonal on the beam
PQRS.TUVW

2. How many space diagonals are there in the cube and cuboid?
Cube :___, that is________________________________
Cuboid:___, that is_______________________________
 The ABGH field in the image below is one the diagonal plane of
the cube ABCD.EFGH and the plane PQVW are one of the
diagonals of the PQRS.TUVW beam

3. How many diagonals are there in the cube and cuboid?

Cube :___, that is________________________________
Cuboid:___, that is_______________________________

4. Fill in the blanks below according to the Pythagorean!

principle

തതതത = √(. . . )2 + (. . . )2 തതതത = √(. . . )2 + (. . . )2

𝑇𝑅
𝐵𝐺

5. Choose the diagonal formula according to the picture below!

തതതത
𝐸𝐶 = √(𝐸𝐴)2 + (𝐴𝐶)2

തതതത
𝐸𝐶 = √(𝐸𝐴)2 + (𝐴𝐵)2

തതതത
𝑄𝑉 = √(𝑄𝑅)2 + (𝑅𝑆)2

തതതത
𝑄𝑉
= √(𝑃𝑆)2 + (𝑆𝑊)2
 Answer Key

Name : ...
Class : ...
Link : https://www.liveworksheets.com/fd3261766fz

Achievement Indicators

1. Know the Diagonal Field, Diagonal Space and Diagonal Field

2. How to determine the distance on a diagonal

Working Instructions

4. Work individually
5. Read the worksheet carefully then carry out each activity
according to the steps ordered with full responsibility
6. Answer all the questions on the LKS and ask teacher if there
are things that are unclear
Let's watch the video

The 3D shape has three different diagonals. There are plane

diagonals, space diagonals, and plane diagonals. To get the length
of a diagonal, we can find it using the Pythagorean theorem. To
understand it better, watch the video below carefully!

CLICK link:
3. https://youtu.be/m6piLwMdU_E,
4. https://youtu.be/XuGjYBiDdrQ

Let's see geogebra

Observe the 3D spatial structure on the geogebra below to

deepen your understanding

CLICK link CLICK link

https://www.geogebra.org/m/zkefx9dw https://www.geogebra.org/m/q9hetsvk
 Come on comment

After you have watched the video and observed geometric

shapes on Geogebra, give your comments in the column
below!

Let's practice

The line തതതത

𝐵𝐺 in the image below is one the field diagonal on the
cube ABCD.EFGH and 𝑄𝑉 തതതത are one of the plane diagonals of the
PQRS.TUVW beam

2. How many diagonals are there in the cube and cuboid?

Cube :12, that is AF,BE,BG,CF,DG,CH,AH,DE,EG,FH,AC,BD.
Cuboid:12, that is PU,QT,QV,RU,SV,RW,PW,ST,TV,UW,PR,QS.

Line തതതത
𝐶𝐸 in the image below is one diagonal space on the cube
ABCD.EFGH and തതതത𝑅𝑇 is one of space diagonal on the beam
PQRS.TUVW

2. How many space diagonals are there in the cube and cuboid?
Cube :4, that is AG/GA,BH/HB,CE/EC,DF/FD
Cuboid:4, that is PV/VP,QW/WQ,RT/TR,SU/US.
 The ABGH field in the image below is one the diagonal plane of
the cube ABCD.EFGH and the plane PQVW are one of the
diagonals of the PQRS.TUVW beam

3. How many diagonals are there in the cube and cuboid?

Cube :6, that is ABGH,EFCD,FGDA,EHCB,BFHD,AEGC
Cuboid:6, that is PQVW,TURS,UVSP,TWRQ,SQUW,PRVT

4. Fill in the blanks below according to the Pythagorean!

principle

തതതത = √(𝑇𝑃)2 + (𝑃𝑅)2

𝑇𝑅
തതതത
𝐵𝐺 = √(𝐵𝐶)2 + (𝐶𝐺)2
ATAU
ATAU
തതതത
𝑇𝑅 = √(TV)2 + (VR)2
തതതത
𝐵𝐺 = √(BF)2 + (FG)2

6. Choose the diagonal formula according to the picture below!

തതതത
𝐸𝐶 = √(𝐸𝐴)2 + (𝐴𝐶)2

തതതത
𝐸𝐶 = √(𝐸𝐴)2 + (𝐴𝐵)2

തതതത
𝑄𝑉 = √(𝑄𝑅)2 + (𝑅𝑆)2

തതതത
𝑄𝑉 = √(𝑃𝑆)2 + (𝑆𝑊)2
Attachment 3
ASSIGNMENT SHEET
Name : ......
Class: ......
e-mail: ......
Link : https://bit.ly/3UTxYqi

Topic: Geometry

Subject Matter: Plane Diagonals, Space Diagonals, Diagonal Planes, And Its Applications

Assignment Instructions
1. Read the prayer before doing the practice questions.
2. Prepare a piece of paper that has been named to write your answer
3. The question consists of 3 questions, read the question carefully then answer the question
with the best and correct answer in your opinion.

Have a great time doing it!

1. The cube ABCD.EFGH is known with side length 4√2 𝑐𝑚. If point P is in the middle
of AB and point Q is in the middle of BC. So the distance between point H and line PQ
is...cm
2. Look at the Prism Image Below

If you know the length 𝐴𝐸 = 17 𝑐𝑚, and 𝐵𝐶 = 12 𝑐𝑚 and the height of the prism =8
𝑐𝑚. Determine the length of AB?

3. From the picture on the side,

if you know the length 𝐴𝐵 = 8 𝑐𝑚, 𝐵𝐶 = 6 𝑐𝑚 and 𝐸𝐶 = 5√5
𝑐𝑚.
what is the area triangle 𝐴𝐸𝐶?
 Answer Key
Solution 1
If the cube is drawn, where t is the distance from the point H to the line PQ

Is known :
Side length (r) = 4√2 1 poin
Length AP = 𝑃𝐵 = 2√2
Length BQ = 𝑄𝐶 = 2√2
Asked : distance between
point H and line PQ?

1 poin
• Determine the diagonal of the plane

𝐻𝐴 = √𝐴𝐸 2 +𝐸𝐻 2 = √(4√2)2 +(4√2)2 = √32 + 32 = √64 = 8

• Determine length HP and HQ 1 poin

𝐻𝑃 = √𝐻𝐴2 +𝐴𝑃2 = √(8)2 +(2√2)2 = √64 + 8 = √72 = √36 × 2 = 6√2

Because of length HP is is the same as HQ, then

𝐻𝑃 = 𝐻𝑄 = 6√2
• Determine length PQ

1 poin

6√2

2 2
𝑃𝑄 = √𝑃𝐵 2 +𝐵𝑄2 = √(2√2) +(2√2) = √8 + 8 = √16 = 4
1
Then, length 𝑃𝑂 = 𝑂𝑄 = 2 × 4 = 2
1 poin
• Determine distance between point H and line PQ (t)
2
𝑡 = √𝐻𝑃2 −𝑃𝑂2 = √(6√2) −(2)2 = √72 − 4 = √68 = √4 × 17 = 2√17

So distance between point H and line PQ is 2√17 cm

Solution 2

Is known :
𝐴𝐸 = 17 𝑐𝑚 1 poin
𝐵𝐶 = 12 𝑐𝑚
Prism Height = 8 𝑐𝑚
Asked : length of AB?

• Determine the length of AB 3 poin

𝐴𝐵 = √𝐴𝐸 2 −𝐸𝐵 2
AB = √(17)2 −(8)2
𝐴𝐵 = √289 − 64
𝐴𝐵 = √225 = 15

So, the length of the segment 𝐴𝐵 is 15 𝑐𝑚 1 poin

Solution 3

Is known :
𝐴B = 8 𝑐𝑚 1 poin
𝐵𝐶 = 6 𝑐𝑚
EC = 5√5 𝑐𝑚
Asked : area of triangle 𝐴𝐸𝐶

• Determine the length of AC 3 poin

𝐴𝐶 = √𝐴𝐵 2 +𝐵𝐶 2
A𝐶 = √(8)2 +(6)2
𝐴𝐶 = √64 + 36
𝐴𝐶 = √100 = 10 𝑐𝑚
So, the length of the segment 𝐴𝐶 is 10 𝑐𝑚
• Determine the length of AE 3 poin
𝐴𝐸 = √𝐸𝐶 2 −𝐴𝐶 2
2
A𝐸 = √(5√5) −(10)2

𝐴𝐸 = √25.5 − 100
𝐴𝐸 = √125 − 100
𝐴𝐸 = √25 = 5 𝑐𝑚
 So, the length of the segment 𝐴𝐸 is 5 𝑐𝑚
• Find the area of the triangle 𝐴𝐸𝐶 2 poin
1
AEC = × 𝑎𝑙𝑎𝑠 × 𝑡𝑖𝑛𝑔𝑔𝑖
2
1
AEC = × AC × 𝐴𝐸
2
1
𝐴𝐸𝐶 = × 10 × 5
2
1
𝐴𝐸𝐶 = × 50
2
AEC = 25 𝑐𝑚2
So, the area of triangle 𝐴𝐸𝐶 is 25 𝑐𝑚2 1 poin

Scoring guidelines:
𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑
Score = × 100
20
Teaching Materials
Geometry
CONTENTS
Pythagorean theorem

Plane Diagonals

Space Diagonals

Diagonal Planes
Example
Concept Maps

Kubus dan Balok

PART
01
 Pythagorean theorem
The Pythagoras theorem states that in a right-angled triangle, the square of the hypotenuse is equal
to the sum of the squares of the other two sides. This theorem can be expressed as, c2 = a2 + b2;
where 'c' is the hypotenuse and 'a' and 'b' are the two legs of the triangle.
PART
02
Plane Diagonals and Space Diagonals
Observe Figure 4.1.1.1 above, the line segments AC
and BD are called diagonals field. Meanwhile, AG and
EC are called space diagonals.

In Figure 4.1.1.2, examples of diagonals are EG and FH.

While the diagonal example the space is HB and FD.
In Figure 4.1.1.5 above, the line segment BE is one of the plane diagonals
on the ABCD.EFGH cube. Whereas in Figure 4.1.1.6, the line segment LO
is one of the diagonals of the KLMN.OPQR beam.

Pay attention to fields ABFE in Figure 4.1.1.5 and the KLPO field in Figure
4.1.1.6. Field ABFE is a square and its angles are at points A, B, F and E.
Meanwhile, the KLPO area is rectangular in shape and has angles at
points K, L, P, and O. Now consider triangle BAE in the plane ABFE, and
the KLO triangle in the KLPO plane. If the arc lengths BA or AE, KL and

KO is known, can you determine the lengths of BE and LO?

To be able to determine the lengths of BE and LO you have to know about
the theorem Pythagoras. Use the Pythagorean theorem to find the length
of BE and LO.
In Figure 4.1.1.7 above, if the length of the edge AB or BC is
known, you determine the length of the space diagonal AG.
To be able to determine length of the diagonal, note the
following description. The space diagonal AG is the space
diagonal that lies in the plane ACGE. If the field is redrawn,
the following image will be obtained this.

Express AC in terms of AG and GC. Of course you already

know how to Determine the length of AC in the cube. Pay
attention to the rectangle ACGE above, one of the right
angles is at C. In triangle ACG, use return to the Pythagorean
theorem to determine the length of AG.
Example

Determine the plane diagonal and space

diagonal in the picture above, along with the
length of each diagonal!
 Is known : Asked :
1. Determine the plane diagonal, along
• 𝐴B = 25 𝑐𝑚 with the length of the diagonal
2. Determine the space diagonal , along
• 𝐵𝐶 = 7 𝑐𝑚 with the length of the diagonal
• AE = 24 𝑐𝑚
Solution 1
The plane diagonal : AC,BD,EG,FH The plane diagonal : AF,BE, DG,CG The plane diagonal : BG,CF,AH,DE
length of the diagonal length of the diagonal length of the diagonal
Determine the length of AC Determine the length of BE Determine the length of CF
𝐴𝐶 = 𝐴𝐵2 +𝐵𝐶 2 BE = 𝐸𝐴2 +𝐴𝐵2 CF = 𝐹𝐵2 +𝐵𝐶 2
A𝐶 = 25 2 + 7 2 BE = 24 2 + 25 2 CF = 24 2 + 7 2
𝐴𝐶 = 625 + 49 BE = 576 + 625 CF = 576 + 49
𝐴𝐶 = 674 ≈ 25,961 𝑐𝑚 BE = 1.201 ≈ 34,65 𝑐𝑚 CF = 625 ≈ 25 𝑐𝑚
So, the length of the segment 𝐴𝐶 is 25,961 So, the length of the segment BE is So, the length of the segment CF is 25
𝑐𝑚 34,65 𝑐𝑚 𝑐𝑚
 Solution 2
The space diagonal : AG,BH,CE,DF
length of the diagonal
𝐴𝐺 = 𝐴𝐶 2 +𝐶𝐺 2
Determine the length of AC
𝐴𝐶 = 𝐴𝐵2 +𝐵𝐶 2
A𝐶 = 25 2 + 7 2
𝐴𝐶 = 625 + 49
𝐴𝐶 = 674 ≈ 25,961 𝑐𝑚
So, the length of the segment 𝐴𝐶 is 25,961 𝑐𝑚
Determine the length of AG
𝐴𝐺 = 𝐴𝐶 2 +𝐶𝐺 2
2
𝐴𝐺 = 674 + 24 2

𝐴𝐺 = 674 + 576
𝐴𝐺 = 1250 ≈ 35,35 𝑐𝑚
So, the length of the segment AG is 1250 ≈ 35,35 𝑐𝑚
PART
03
 Diagonal Planes

Look closely at the ABCD.EFGH cube in Figure 4.2.1. On In this picture, you can see two diagonals on
the ABCD.EFGH cube, namely AF and DG. In fact, the diagonals of the AF and DG planes along with
the two edges of the cube which are parallel, namely AD and FG which form a plane in space the
ADGF plane cube on the ABCD.EFGH cube. ADGF fields are called fields diagonal. Try to name the
other diagonals of the cube ABCD.EFGH!
Observe the PQRS.TUVW beam in Figure 4.2.2 carefully. On In the picture, you can see two diagonals
on the PQRS.TUVW beam, namely PU and SV. It turns out that the plane diagonals PU and SV along
with the two parallel ribs, namely PS and UV which form a plane in the plane beam space PUVS on
beam PQRS.TUVW. PUVS planes are called diagonal planes. Try You mentioned the other diagonal
plane of the beam PQRS.TUVW!
THANK YOU
Creator : Nisa Aula Nurussalamah