Essential Questions for students (objectives): How can you analyze pictures, tables, and graphs to answer a multiplication problem?
Supplies: video (length 1:03), note-maker
CCSS: 4.OA.2 Model with Math TEKS: 4.4B,C Analyze mathematical relationships
Time needed: 10 minutes +
Instructional Format: Video, student problem-solving, group or individual work
Lesson Description: There are many ways to use this video in your math class. I filmed it with the express purpose of analyzing a picture/table/pictograph in order to see the purpose of multiplication over addition. This subject has many historical connections, and I would be very delicate about explaining this video as each plane shot down represents human life lost. It is imperative to understand that when a final answer is reached, that it isn’t just a number.
1) You can show this video (1:03) at the beginning of a unit on multiplication as a hook that will keep the students interested in learning about multiplicative patterns. You can have them work on the problem at the end of daily lessons (or once a week) armed with new knowledge that they are exploring in class. Students use the note-maker to help record their problem-solving work. Or you could revisit the video at the end of the unit as a formative check to see what the students have learned about multiplication and whether they can apply that knowledge.
2) You could show this video as a warm-up activity after the students have learned some basic multiplication. It is a great way to show context to math that connects to the world we live in as well as the past.
Extensions: How many planes were shot down in WWII vs. WWI? What is the likelihood of shooting down a plane from a boat? From a plane?