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?