1st Grade
How can mathematics help us explore and learn about creation? (C-E)
What patterns and relationships did God embed in creation? (O-D)
Science connections to recycling.
How can we see God's order in the seasons or the patterns of the sun and the moon?
What do we learn about God's character when we study mathematics? (O-D)
God uses mathematics to count the stars (Psalm 147:4)
He knows the number of hairs on each student's head (Matthew 10:29-31)
God is faithful and consistent.
We can learn arithmetic facts because they are always the same. 1.0 A
How do properties of mathematics reflect the intricacies and order in creation? 1.0A.B
How do relationships within mathematics reflect the connectedness of creation?
How can mathematics help us be good stewards? (E-K)
How is mathematics a language that helps us communicate?(S-W)
How can understanding and using mathematics help build community? (C-B)
How do other communities use mathematics? (C-B)
How can time help us communicate with others? 1.MD.B
What does time tell us about God?
How does the way we spend our money reveal our values? 1.OA.A
What patterns and relationships did God embed in creation? (O-D)
How can we worship God through mathematics? (G-W)
How does geometry reflect creation in similar/different ways that arithmetic? 1.G
What do patterns teach us about God?
What do relationships in numbers show us about God?
How can mathematics be seen as an art? (B-C)
Compose two-dimensional shapes 1.G.A.2
Supply the classroom with a variety of shapes cut in various colors of construction paper. Students should select a supply of shapes to use at their desk.
Ask students if they can combine shapes to make a different shape. For example, two triangles can make a rectangle.
Once students have shared the shapes that they can construct. Ask them to arrange their shapes to create a picture. Once they are finished, they should glue the shapes to design a picture.
How can mathematics be a tool to seek justice? (J-S)
How can understanding and using mathematics help build community? (C-B)
How do image-reflectors use mathematical tools to solve problems? (MP5)
Attribute block store. 1.OA.D.7
Ask students to select 12 attribute blocks.
Tell students that they will have the opportunity to “buy” small items such as a pencil, sticker, or piece of candy with the attribute blocks.
On the first item, tell students that they will pay 5 shapes that must be squares or triangles. Draw a square and a triangle on the board. As each student “buys” their item, write the addition sentence that correlates with it. (i.e., 2 squares + 3 triangles = 5 shapes).
Ask a paraprofessional or classroom visitor to also purchase the item but with an incorrect addition sentence. (i.e., 3 squares + 1 triangle = 5 shapes). When students object, ask probing questions to get at the importance of the equal sign and it is meaning. The equal sign is a way that we can use mathematics to seek justice and community to others that things are equal.
After the first round, add a community purchase item such as 5 extra minutes of recess if the class pays a certain amount of attribute blocks of any kind. Ask students to create a plan for how they can achieve their goal.