By Pimlak Moonpo(In Thai), Orlando Rafael Gonzalez, Roberto Araya, Masami Isoda (In Japan)

Lesson Plan for Cross-border on the Matter of Energy
1. Theme of lesson study for mathematics
Imagine hidden variables and relations through the questioning the graphs, and appreciate
the significance of being able to analyze the situation and predict the future by using them.
2. Task Design
The cross-border lesson study enables us to communicate the different status of energy
efficiency for every economy and share the idea necessary for further economic development.
At APEC-Tsukuba Conference, Keynote, Dr. Masazumi HIRONO, Head of Energy Statistics& Training Office (ESTO), Asia Pacific Energy Research Centre (APERC) shows several data.
Graph 1Graph 2

Primary Energy
Supply means supplyof coal, oil, natural gas,
atomic, etc. Secondary
Energy means energies
such as electricity
supplied from primaryenergy.
ʻMTOEʼ is million
tons of oil equivalent.
1 million is 1,000,000.

When we read both graphs, we may be able to have questions with two contexts:
On the context of mathematics and statistics:
Could you explain what every graph represents? How much MTOE did Thailand use in 1990? Could you find it
appropriately using Graph 1 and 2.

How many times of Thailand does Japan use?

Can you imagine when Thailand will

overtake Japan? Can you imagine when did Japan use primary energy as same amount as current Thailand?

On the context of life/social-economical-welfare:
How do you explain the difference between Thailand and Japan? Why can you explain like that? What is the hidden
variable? If we read the graphs in relations to GDP which country uses more energy to product and why?

On the context of Sustainable Development Goals, the goal is to grow with less energy.

http://www.worldometers.info/

ʻper capitaʼ means per population.
GDP means gross domestic product, here USD.
http://www.criced.tsukuba.ac.jp/math/apec/apec2016/

By Pimlak Moonpo(In Thai), Orlando Rafael Gonzalez, Roberto Araya, Masami Isoda (In Japan)

3. Class Objective
Based on simple and primordial questions for comparing the graph 1 and 2, students begin toexplain the different economic development status and realize the difference of society withcomparison and necessity of sharing the issues for sustainable development.
4. Preparations
Homework: Problem Posing for Graph 1 and 2 and translate it into English by Google or so.
Class: Use three projectors and computers, two modems for two skype addresses, one is forsharing the board, another for sharing the class. Three video cameras are necessary: tow forskype and one for recording. Teaches should select the problems from studentsʼ homeworkand arrange for the class.
Print for Class: Worksheet with graphs will be distributed in the class, not before.
5. Lesson Plan
PhasesActivities

Camera work

Thai students pose the question:Eg. Can you imagine when Thailand will be able to overtake Japan?

Video Camera 1 takes thethroughCan you imagine when did Japan use primary energy as samestudentʼs explanation andProblem

amount as current Thailand?

send it to another-classroom-

posing andBoth classroom students solve and share.

projector 1.

Solving

Japanese students pose the question:

Video Camera 2 takes the(25 min)Eg. How much MTOE did Thailand use in 1990? Could you find it

presentation and send it toExchange
Mathematics

class, especially teacherʼs andappropriately by using Graph 1 and 2. How many times ofanother-classroom-projector

Thailand does Japan use?

2.

Both classroom students solve and share.
Understanding

The teacher shows the graph of population and ask both students toothers byread, and confirm that the both countries are reducing the growth

additionalof population. (5 min) *1

information

The teacher shows the graph of Energy Mix and asks both students(15 minwhich source is increasing. (5 min) *2

lecture)The teacher shows the graph of GDP and asks both students to readand explain.
(5 min) *3

ResumeAsk students to write down what they enjoyed and learned
through the communication on their note. (5min)
The teacher explains what s/he would like to teach.

Video Camera 1 takes
questioning teacher andanswering students.
Video Camera 2 takes
graphs which is presented
on the third screen(projector 3) and send it
to another-classroomprojector 2.

Good samples (threestudents) in every classare taken by photo andsend it to the postclassroom discussion

GDP, not considering price variation*1 Japan uses energy 5 times of Thailand, or so, however per=6,000,000,000,000USD

Japan

one person, it become twice times or so.
*2 In the case of Thailand, gas increase every year.
*3 On per GDP, Thailand uses much energy than Japan.

Thailand