INNOVATION OF MATHEMATICS EDUCATION THROUGH LESSON STUDY:
CHALLENGES TO ENERGY EFFICIENCY ON STEM AND CROSS BORDER EDUCATION
Schools:
Topic:
Duration:
Grade Level:
Number of Students:

Penang Free School (Penang, Malaysia)
University of the Philippines Integrated School (Manila, Philippines)
Energy Efficiency
40-60 minutes
7 in Malaysia, 5 in Philippines
18 in Malaysia, 32 in Philippines

Lesson Objectives:
During the lesson, the learners will:
1. communicate and exchange ideas with fellow students from another country.
2. apply their knowledge and skills in currency conversion, graph interpretation, and average.
3. identify the different sources of energy and ways on how to efficiently conserve energy.
Materials:
 Electric bills of a typical household in Malaysia and in Philippines
 Graphs of a year-round electric bill consumption of a typical household in Malaysia and inPhilippines
Demonstration Teachers:
Malaysian Team Ms. Teoh Bee Yan
Ms. Linda Toh
Mr. Pedro l. Montecillo Jr.
Mr. Julito C. Aligaen
Dr. Nur Jahan Ahmad
Lesson Outline:
Activity
Introduction

Philippine Team Ms. Lady Angela M. Rocena
Dr. Soledad Ulep
Dr. Aida Yap
Mr. Guillermo Bautista Jr.

Philippines’ Role
Teacher Angel to Filipino students:“Good morning class! Today is special
because we will be learning about
energy with teachers and students
from Malaysia.”
Teacher Angel to Malaysia:“I am Teacher Angel and with me are
the Grade 5 students from theUniversity of the Philippines IntegratedSchool.”
Filipino students greet Malaysianteachers and students.

Malaysia’s RoleTeacher Teoh introduces herself andthe students.
Malaysian students greet Filipino
teachers and students.
Discussion 1
CURRENCY
CONVERSIONand SOUCES OF
ENERGY

Teacher Teoh to all students:“Yesterday, you were given copies ofelectric bills from Malaysia and thePhilippines and you were asked to write
questions about them. Before weproceed with the questions, let’s firsttake note of the information found in
the electric bills.”
Teacher Teoh to Malaysian students:“What common information can you
see in the electric bills?”
Teacher Angel writes the responses on
the board.

2 Malaysian students respond while
Teacher Teoh writes the responses on
the board.

Teacher Angel to Filipino students:“Are there other common informationthat you notice?”
2 Filipino students respond.
Teacher Angel writes the responses on
the board.

Teacher Teoh writes the responses on
the board.

Teacher Angel to Filipino students:“Do you also notice the differences
between the two electric bills? Give themost obvious difference that you see.”
1 Filipino student responds.
Teacher Angel writes the response on
the board.

Teacher Teoh writes the response on
the board.
Teacher Teoh to Malaysian students:“What other striking difference do younotice?”
1 Malaysian student responds.

Teacher Angel writes the response on
the board.

Teacher Teoh writes the response on
the board.
Teacher Teoh to all students:“Now you may ask the questions thatyou prepared.”
Teacher Teoh to Malaysian students:“What would you like to ask yourFilipino friends about the electric bills?”
1-2 Malaysian students ask questions
while Teacher Teoh posts the questions
on the board.

Filipino students respond.
Filipino students ask questions while
Teacher Angel posts the questions onthe board.
Malaysian students respond.
If not asked, Teacher Teoh will lead theMalaysian students to ask about therate per kWh in the Philippines (since itis not explicitly written on thePhilippine electric bill).
Teacher Angel to all students:“Now we know that the rate ofelectricity in Malaysia is 0.218 RM
while the rate of electricity inPhilippines is Php 8.79.”
Teacher Angel to Filipino students:“What do we need to do if we want tocompare the two rates?”
1 Filipino student responds. (Expectedanswer: Convert the rates to the same
currency.)
Teacher Angel to all students:“Let us convert the rates to the same
currency so that we can compare themlater. Filipino students will convert theMalaysian rate to peso whileMalaysian students will convert thePhilippine rate to ringgit. Use theexchange rate, 1 RM = Php 11.69.”
Teacher Angel writes the conversion
factor on the board.

Teacher Teoh writes the conversion
factor on the board.

1 Filipino student writes his/her
solution on the board while the rest of
the class solves in their notebooks.

1 Malaysian student writes his/her
solution on the board while the rest of
the class solves in their notebooks.

Filipino student explains how he/sheconverted the ringgit to peso.
Malaysian student explains howhe/she converted the peso to ringgit.
Teacher Angel writes the converted
rates on the board.

Teacher Teoh writes the converted
rates on the board.
Teacher Teoh to Malaysian students:“Now compare the rates per kWh of thetwo countries.”
Malaysian student responds. (Expectedanswer: The rate per kWh in Malaysia ismuch cheaper than the rate in thePhilippines.)

Teacher Angel to Filipino students:“Did you have the same observation?”
Filipino students respond. (Expectedanswer: Yes.)
Teacher Angel to Filipino students:“What would you like to ask yourMalaysian friends about yourobservation that their electricity ischeaper than ours?”
1-2 Filipino students ask questions
while Teacher Angel posts thequestions on the board.
Malaysian students respond.

1-2 Malaysian students ask questions
while Teacher Teoh posts the questions
on the board.
Filipino students respond.
If not asked, Teacher Angel will lead
the Filipino students to ask about thesources of energy in Malaysia (because
it might be one of the reasons why
their electricity is cheaper).
Discussion 2:
Teacher Angel to all students:
GRAPH“So far, we have discussed about theINTERPRETATION sources of energy from Malaysia andPhilippines. Now let’s focus on how weconsume energy by observing theelectric consumption graphs fromJanuary to July.”
Teacher Angel to Filipino students:“Describe the electric consumption
graph of Malaysia.”
2-3 Filipino students respond.
(Expected answers: range of energy
consumption, month with highest
energy consumption, month withlowest energy consumption)
Teacher Teoh to Malaysian students:“Describe the electric consumption
graph of Philippines.”
2-3 Malaysian students respond.
(Expected answers: range of energy
consumption, month with highest
energy consumption, month withlowest energy consumption)
Teacher Teoh to Malaysian students:“What would you like to ask yourFilipino friends about the graph?”
1-2 Malaysian students ask questions
while Teacher Teoh posts the questions
on the board.

Filipino students respond.
1-2 Filipino students ask questions
while Teacher Angel posts thequestions on the board.
Malaysian students respond.

Discussion 3:
AVERAGE andWAYS TOCONSERVEENERGY

Teacher Teoh to all students:“Now we would like to compare theenergy consumption in Malaysia andPhilippines.”
Teacher Teoh to Malaysian students:“We need one value that would
represent the energy consumption fromJanuary to July. What value are welooking for?”1 Malaysian student responds.
(Expected answer: Average of energy
consumption from January to July.)
Teacher Teoh to all students:“Let us solve for the average energy
consumption from January to July ofMalaysia and the Philippines so that wecan compare them later. Malaysian
students will solve for the average inthe Philippines while Filipino students
will solve for the average in Malaysia.”
1 Filipino student writes his/her
solution on the board.

1 Malaysian student writes his/her
solution on the board.
Malaysian student explains how
he/she solved for the average electric
consumption of Philippines.

Filipino student explains how he/shesolved for the average electric
consumption of Malaysia.
Teacher Angel writes on the board theaverage consumption of bothhouseholds.

Teacher Teoh writes on the board theaverage consumption of bothhouseholds.

Teacher Angel to Filipino students:“Now compare the average energy
consumption in Malaysia andPhilippines.”
1 Filipino student responds. (Expectedanswer: The Malaysian household
generally consumes more energy thanthe Philippine household.)
Teacher Teoh to Malaysian students:“Do you agree with their observation?”
Malaysian students respond. (Expectedanswer: Yes.)
Teacher Teoh to Malaysian students:“What would you like to ask yourFilipino friends about this comparison
that the Malaysian household
consumes a lot more energy than theFilipino household?”
1-2 Malaysian students ask questions
while Teacher Teoh posts the questions
on the board.
Filipino students respond.
1-2 Filipino students ask questions
while Teacher Angel posts thequestions on the board.
Malaysian students respond.
If not asked, Teacher Teoh leads theMalaysian students to ask how Filipinos
save energy (since they consume muchless energy based on the graphs).
Conclusion

Teacher Angel to all students:“Now it’s time to summarize what wehave learned from each other.”
Teacher Angel to Filipino students:“What did you learn from your
Malaysian friends today?”1 Filipino student shares what he/shelearned from the discussions.
Teacher Teoh to Malaysian students:“What did you learn from your Filipino
friends today?”
1 Malaysian student shares whathe/she learned from the discussions.
Closing

Malaysian students say goodbye toFilipino teachers and students.
Filipino students say goodbye to
Malaysian teachers and students.