By:

SHERLITA L. DAGUISONAN

ILIGAN CITY EAST HIGH SCHOOL-HinaplanonHinaplanon, Iligan City

Project Overview

Projec t P lan Title: Mathematics Power/Fuel Patrol

Curriculum-Framing Questions

Essentia l Question - How do we Conserve Energy?

Unit Questions

1. Is there Mathematics in energy?

2. How do we relate mathematics toenergy?

3. What mathematical concepts are appliedin energy?

4. In what way can these mathematicalconcepts be used in energy?

Student Objectives/Learning Outcomes/LearningCompetencies: At the end of this activity a First year student in mathematics:

1. reads an electric meter and fuel gauge of a motor vehicle;2. records and tabulates data and observation;3. analyzes and computes data gathered;4. expresses relationship between two quantities using ratios;5. uses the concept of proportion and percent in solving two

quantities;6. gives situations illustrating problems that involve percentage;7. synthesizes concepts in ratio, proportion and percent using

spreadsheets; and.8. expresses concepts learned using Power Point Presentation

A. Power Patrol Report Card

B. Journal in Fuel Consumption

ELECTRICITY CONSUMPTION

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27.15 27.7

17.1 17.8 18 17.6

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ay

“The 1st week of our electricity use was low. This was the start of the

project. The 2nd and 3rd weeks were the highest because we used air

conditioner every night. The more appliances were used the greater

was the electricity increase and the greater electricity is used the

higher was the bill increase so our budget was not enough. On the

4th to 7th weeks, we did not waste electricity. We did not watch TV for

a long period and we turned off the lights when not in use. We used

aircon from 9 to 12:00 midnight only.”(Dayto, Kristian P.)

A. Electricity Consumption (Individual)

FUEL CONSUMPTION (Daguisonan)

0.00

0.50

1.00

1.50

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2.50

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3.50

4.00

4.50

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No. of Refuel

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os

t/k

m.

“ A s s e e n f r o m t h e g r a p h , a t t h e f i r s t t w o r e f u e l i n g i t w a s t h e s a m e a n d t h e c o s t p e r

k i l o m e t e r w a s n o t h i g h . . M a y b e b e c a u s e t h e p r i c e d i d n o t i n c r e a s e

y e t . T h e n e x t t h r e e r e f u e l s w e r e h i g h e r , a n d i t c o s t m o r e t h a n t h e f i r s t

t w o b e c a u s e t h e p r i c e o f g a s o l i n e t h a t t i m e h a s i n c r e a s e d . B e c a u s e o f

t h e i n c r e a s e , i n f u e l c o s t , t h e g r o u p d e c i d e d o n t h e f o l l o w i n g t i p s :

t u r n o f f t h e e n g i n e w h e n n o t i n u s e o r w a i t i n g f o r s o m e b o d y f o r q u i t e

a t i m e ; a v o i d t r a f f i c a r e a ; w a l k f o r s h o r t d e s t i n a t i o n i n s t e a d o f u s i n g

t h e c a r . ” ( G r o u p 6 )

Fuel Consumption (Group Activity)

Bation-Family (Percentage Electricity/Transportation Expenses/month

Elect.5%

Tranpo31%

Rmng Salary64%

“ T h e g r a p h s h o w s h o w t h e s a l a r y o f m y f a t h e r i s s p e n t i n t e r m s o f

e l e c t r i c i t y a n d o u r t r a n s p o r t a t i o n e x p e n s e s f o r t h e m o n t h .

A c c o r d i n g t o m y m o t h e r , , b e f o r e t h e i n c r e a s e i n f a r e , t h e s a l a r y i s

e n o u g h t o s h o u l d e r e v e r y t h i n g , b u t t o d a y , t h e t r a n s p o r t a t i o n

e x p e n s e s i n g o i n g t o s c h o o l w i t h m y b r o t h e r s a n d s i s t e r s b e c o m e

b i g g e r . I t ’ s n o l o n g e r e n o u g h . T h e 6 4 % r e m a i n i n g s a l a r y i s

i n t e n d e d m a i n l y f o r f o o d b e c a u s e p r i c e s o f f o o d a l s o i n c r e a s e d

d u e t o i n c r e a s e i n f u e l p r i c e s . O u r s c h o o l a l l o w a n c e i s s o m e t i m e s

n o t e n o u g h . ” ( M i c h a e l B a t i o n ) .

Percentage Electricity and Transportation Expenses

The idea of energy conservation creates a wave inthe lives of some students in the school campus. Before the 2nd Quarter Examination started the number of students who adopted the project rose from 61 to 437 or a total of 437 households with a total of 2,871 KWH or P14,268.87 (at P4.97/KWH) savings.

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Before 1st PT After the August 22 August 22 to Sept Sept to October 28

1. Mathematics can be taught using computer technology as tool that attracts student participation and propels them towards greater learning.

This plan concludes that:

2. Using the technology helped them to understand concepts on Ratio, Proportion and Percent including the complexity behind Mathematics as a subject.

3. Their learning was further enhanced and created an opportunity for them to think more critically in connecting mathematics concepts

to real life situations which mold and guide them to become RESPONSIBLE students and prepare them to tackle the role of being GOOD CITIZENS in the community.