Bomber Math
8th grade History and Math
Application for math/engineering/design classes as well
The idea of this lesson is to use the World War II Georgia History standard on Bell Aircraft’s
influence on Georgia’s war effort as a jumping off point from which to explore the development of
bombers not only built and designed in Georgia but used by the United States even today.
Objective:
Students will use an introduction of the B-29 bomber built at Bell Aircraft in Marietta as a spark compare
the change in bombers from their introduction to present day and then hypothesize what a future
bomber might look like and how it might perform.
Standards:
SS8H9 The student will describe the impact of World War II on Georgia’s development economically, socially, and politically.
b. Evaluate the importance of Bell Aircraft, military bases, the Savannah and Brunswick shipyards, Richard Russell, and Carl
Vinson.
MGSE8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical
expressions. For example, 32 × 3(–5) = 3(–3) = 1/(33) = 1/27.
MGSE8.EE.4 Add, subtract, multiply and divide numbers expressed in scientific notation, including problems where both decimal and
scientific notation are used. Understand scientific notation and choose units of appropriate size for measurements of very large or very
small quantities (e.g. use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by
technology (e.g. calculators).
MGSE8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional
relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine
which of two moving objects has greater speed.
If used for other grades besides 8th
MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by
fractions, including reasoning strategies such as using visual fraction models and equations to represent the problem.
MGSE7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities
measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the
complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour.
MGSE7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide
rational numbers
MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any
form (whole numbers, fractions, and decimals) by applying properties of operations as strategies to calculate with numbers,
converting between forms as appropriate, and assessing the reasonableness of answers using mental computation and
estimation strategies.
Time Length: 1 class period
Supplies Needed: Picture and Data sheets—attached, craft supplies (pencils, markers, colored pencils,
etc), calculators, graph paper (for extension if wanted)
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Lesson:
1. Introduce lesson by passing out page 1 resource and asking students what they observe from and
pictures and where they think the action is taking place
a. If they don’t guess Georgia, then guide them to that idea
2. Ask students what they know about Georgia’s contribution to World War II.
a. Things you’re looking for—Liberty Ships from Savannah and Brunswick, Carl Vinson,
Richard Russell, military bases
b. They may not know anything; in that case introduce the idea that Georgia is home to
several military bases because of World War II
c. We had two major leaders, Richard Russell and Carl Vinson, who brought billions of dollars
and thousands of jobs to Georgia during World War II
d. You want to wrap up introduction by talking about Bell Aircraft
i. Located in Marietta, GA because it was away from the coast, therefore protected,
and it was connected directly to airfields and major roads leading to and from
Atlanta
ii. Bell Aircraft was one of 5 places in the country that built the B29 bomber during
WW2; they built 2.5 planes every day from January 1943 until the end of the war
iii. 663 planes were built at the Bell Aircraft plant in Marietta
iv. The B29 was the first pressurized plane, the first plane with an on board computer,
and was designed to fly over the Himalayans Mountains. Its designed inspired star
wars’ millennium falcon
3. Pass out resources pages 2 and 3. Ask students to take a look at the planes and years they were
first designed. Have them first talk with their groups/partners to compare the planes and the
changes throughout the years
4. Ask students why they think there were changes to planes
a. Some ideas might be fly longer, higher, hold more bombs, newer technology
5. Pass out statistics page and ask the same question. Have students compare the statistics and make
hypotheses as to why and how the changes occurred
6. Explain to the students that they are going to practice some of their math skills to calculate the
percentage planes grew as they developed from the B17 to the B52
a. Introduce the following math formula for discovering the percentage of change for the
plane [(New plane stat-org plane stat)/(org plane stat)]x100%=percent change
b. Do the first calculation together for them: B17 to B29 for length
c. [(B29-B17)/B17]x100=___% change in length
d. [(99-75)/75]x100=32% increase in length
7. Assign groups to calculate the rate of change from one plane to the next for each given category.
Explain to the groups they will need to report their findings to the class using the group’s given
small poster. Circulate and help groups do the math.
a. Group A—B17 to B29
b. Group B—B29 to B36
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c. Group C—B36 to B52
d. Group D—B17 to B52
e. Group E—B29 to B52
8. After each group shares their percent change findings, ask the group why the youngest plane they
see is the B52 from 1952.
a. Explain that the B52 is still used today, and that other newer planes are smaller and for
more specific purposes.
9. Task the groups to work with their teams to come up with a design for a plane that would replace
the B52. What kind of capabilities would it have? Statistics? Size? Give them 10 minutes to design a
concept for a plane and then share their planes with the class.
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B-17
1935
Length—75 ft
Wingspan—104 ft
Empty Weight—41,000 lbs
Maximum Weight (with bombs)—64,500 lbs
Total Bomb Load—23,500
Maximum Speed—287 mph
Maximum Range—3,750 miles
B-36
1949
Length— 162 ft
Wingspan— 230 ft
Empty Weight— 171,000 lbs
Maximum Weight (with bombs)— 418,900 lbs
Total Bomb Load—247,900
Maximum Speed—439 mph
Maximum Range—7,500 miles
B-29
1943
Length—99 ft
Wingspan—141 ft
Empty Weight—78,000 lbs
Maximum Weight (with bombs)—135,000 lbs
Total Bomb Load—57,000
Maximum Speed—358 mph
Maximum Range—4,1000 miles
B-52
1952
Length— 159 ft
Wingspan— 185 ft
Empty Weight—185,000 lbs
Maximum Weight (with bombs)— 488,000lbs
Total Bomb Load— 303,000
Maximum Speed—650 mph
Maximum Range—8,800 miles
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