MATHEMATICS POWER AND FUEL PATROL

Sherlita L. DaguisonanIligan City East High School-Hinaplanon

PHILIPPINES

At the end of this activity a 1st Year student in Math

• Reads an electric meter and fuel gauge of a motor vehicle;• Records and tabulates data and observation;• Analyzes and computes data gathered;• Expresses relationship between two quantities using

ratio;• Uses the concept of proportion and percent in solving

two quantities;• Gives situations illustrating problems that involve

percentage;• Synthesizes concepts in ratio, proportion and percent

using spreadsheets; and• Expresses concepts learned using PowerPoint Presentation.

Students were asked to monitor their electricity and fuel consumption using a power patrol report card and journal in fuel consumption. Parents of students were

required to sign the card and the journal. Power Patrol is given as an individual project

while journal in fuel consumption is given as a group project.

(Sample)

(Sample)

Data gathered in the Power Patrol Report Card and Journal in Fuel Consumption served as the basis in discussing the concepts of ratio, proportion and percent. The result of the discussion provided a good springboard for the integration of computer technology.

To expound and give meaningful analysis on the data, the students were asked to graph/chart the result using the MS Excel Program and MS PowerPoint Presentation on Household Tips in Saving Energy.

1. Preparation of equipment/instrument/materials.

2. Arrangement of computer time schedule

3. Identification of teaching skills.

4. Identification of student prerequisite skills.

5. Meeting with parents as participant to the learning process.6. Critiquing of assessment tools by the math faculty.

How the technology was used:

* Designing of technology enhanced lesson/unit plan.

* Integration to the present curricular program of the Department of Education.* Presentation of the Lesson using the MS PowerPoint.

By the teacher

By the student

They used technology to synthesize concepts in ratio,proportion and percent using MS Excel Program and expressed concepts learned using MS PowerPointPresentation.

MS PowerPoint Presentation

Group 1

Group 4

MS EXCEL

E LE C T R IC IT Y C O N S U M P T IO N

1 8 .1

2 7 .1 5 2 7 .7

1 7 .1 1 7 .8 1 8 1 7 .6

0

5

1 0

1 5

2 0

2 5

3 0

1 2 3 4 5 6 7

W e e k N o . A

ve

. C

os

t/D

ay

“T h e 1 st w eek o f o u r ele c tr icit y u se wa s lo w . T h is w as th e s t ar t o f t he

p roj ect . T h e 2 n d a n d 3r d w e eks w ere t he hig h es t b eca u se w e use d ai r

co nd it io ne r e ve ry ni gh t . T h e m o r e ap plia n ces w ere used th e gre ate r

w a s th e e lectr ic i ty i nc rease a n d th e gre at er e le ctric ity is use d t he

h ig he r w a s th e b ill in crea se so o u r bu dg et w a s n o t en ou g h . On the

4 th to 7 th w ee ks , w e d id n ot w a s te el ectr i ci ty. W e d id n o t w atc h T V fo r

a lo ng p er io d a nd w e t urn e d off th e l ig ht s w h en n o t in u se . W e u sed

a irco n fro m 9 t o 1 2: 0 0 m id ni gh t on ly .” (Da yt o, Kr is t ia n P. )

A. Electricity Consumption (Individual)

F U E L C O N S U M P T I O N ( D a g u i s o n a n )

0 . 0 0

0 . 5 0

1 . 0 0

1 . 5 0

2 . 0 0

2 . 5 0

3 . 0 0

3 . 5 0

4 . 0 0

4 . 5 0

1 2 3 4 5

N o . o f R e f u e l

Av

e.

Co

st/

km

.

“As seen f rom the g rap h, a t the f irst two refueli ng it w as the sa me an d th e cos t pe r

ki lomet er was n ot h igh .. M a ybe b eca use the p rice did not increase

ye t. Th e nex t th ree ref uels we re high er , an d it cost more th an the first

two b eca use th e price of g aso line that time h as inc rea sed. Be cau se of

the in cre ase, in fu el cost, t he g rou p d ecide d o n the f ollo win g ti ps:

tur n o ff t he e ngine wh en no t i n u se o r wa iting for so mebod y for q uite

a time; a void traffic a rea ; w alk f or s hort destin atio n in stead o f u sin g

the ca r.” (Gro up 6)

Fuel Consumption (Group Activity)

B a ti o n -F a m i ly (P e r c en ta g e E le ct ri c ity / T r an s p o rta tio n E x p e n s e s / m o n t h

E le c t.5 %

Tra n p o3 1 %

R m n g S a la r y

6 4 %

“The g rap h sh ow s how th e sa lary o f my fat her is s pen t in term s of

e l ec tr ici ty a nd o ur tr ansp ort atio n e xpe nse s for the m o nth .

Accor ding to m y mot her ,, be fore the increa se in fare , t he salar y is

enoug h t o s houl der ev er yt hing , b ut today , the tra n sportation

ex pen ses in g oing to school w ith m y bro thers a nd sist ers b ec om e

bi gger . It ’s no lo ng er eno u gh . The 6 4% rem ai nin g sa lary is

in tended m ai nly for foo d be caus e pric es o f fo o d a lso increa sed

du e to inc reas e in fue l pr ices . O u r schoo l a l low anc e is so meti mes

no t en ou gh .” (M ich ael B atio n) .

Percentage Electricity and Transportation Expenses

The use of technology has given the teacher a wider perspective regarding the teaching profession. It has made her more effective by regarding the learner as the center of the educative process.

Name of Student: _________________________________ YR & Sec.: ______________________ Date: ____________ Direction: In no more than 100 words, give your reflection/reaction on the result of the graph on:

A. Power Patrol B. Fuel Consumption C. Percentage Expenses

Criteria Outstanding (10 points)

Very Good (8 points)

Good (6 points)

Fair (4 points)

Poor ( 2 points)

Points Earned

Content - Student shows ability to give all points, relevant information in the graph: - cited all details in the graph - complete support

for points made

- Student shows ability to give information but not all information may be relevant. - cited some details

in the graph - most points well

supported

- Student shows ability to give information but some are irrelevant.

- some errors in

citing graph results;

- some supporting

details lacking

- Student information given are irrelevant.

- significant errors

cited in the graph;

- insufficient

supporting details.

- Student failed to give relevant information. - major errors; - lack of details.

Idea Presentation

Ideas are logically sequenced and correct.

Ideas mostly in sequenced and correct

Ideas are generally in sequence but part of explanation is incorrect.

Ideas out of sequence and part of explanation is difficult to understand..

Incoherent sequencing of ideas and most explanations are difficult to understand.

Total Points

Note: Student excused – Unexcused absence – Rating is 0 Assignment not done or handed in – Rating is 0 Prepared by:

SHERLITA L. DAGUISONAN Math 1 -Teacher

In the Multimedia session, these were some of the students’ comments:

“Gwapoha ani uy? Nindot man kaayo. Pwede pa

butangan ug sounds ug effects” (Wow! very beautiful. This is very good. We can also give sounds and effects!)

“Dali ra ta katuon ani kay naa man picture. Pwede pa gyud ta mokuha ug pictures sa Encarta. Mao ni among gipangita ma’am. Malingaw mi ani.” (It’s very easy for us to learn here because of the pictures/illustrations. We can even get pictures from Encarta. This is what we are looking for. Learning becomes entertaining.)

In the MS EXCEL session, students’ comments were:

“Grabe wala may pila ka minutes graph man dayon!”. (Fantastic! In a split of a second, the graph is done.)

“ Mao ni gwapo. Pwede pa coloran daritso” (This is good. We can even color our graph at once) “Dili na mahalin graphing paper ani!” ( No one would dare to buy an ordinary graphing paper now )

* Mathematics can be taught using computer technology as a tool that attracts students participation and moves them toward greater learning.

* The students indicated that using technologyhelped them understand concepts on ratio, proportion and percent. They also understood the complexity of math as a subject.

•Learning was enhanced..

•Critical thinking was developed.

•Math concepts became more relevant to their lives.