5th Grade
How can we worship God through mathematics? (G-W)
How can mathematics be seen as an art? (B-C)
What do we learn about God’s character when we study mathematics? (O-D)
o When you look at art, you learn about the artist, what do you learn about God’s character when you do math?
o Being able to do mathematics is a gift that God gives us to help worship.
How can mathematics be a tool to seek justice? (J-S)
o Using consistent measures such as the standard and metric system help us be fair. 5.MD
How is mathematics a language that helps me communicate? (S-W)
Mathematics is a gift that allows us to express ourselves
Through expressions 5.OA.A.2
Through graphs 5.G.A.2
“God wrote the world in the language of mathematics” Galileo
How does rounding help communicate succinctly? 5.NBT.A.4
How do you anticipate using mathematics in the future?
How is mathematics a tool to care for the earth? (E-K)
Ask your class if they think the girls or boys have heavier backpacks in the class. Weigh each backpack to the nearest pound and plot on a graph. 5.MD.B
Add the total of the backpacks for each gender. How does the total pounds for the girls compared to the guys? Is it helpful to give the total? What would be a better way to answer the question?
How is mathematics an art? (B-C)
How can understanding and using mathematics help build community? (C-B)
How do other communities use mathematics? (C-B)
How is place value a reflection of how communities develop and work together? 5.NBT.A
Place value works because of the orderliness that God has built in creation, but a decimal (base ten) system was chosen by man because of our 10 fingers.
What other bases have cultures used to perform mathematics besides base 10?
How does place value contribute to a just and orderly society?
What if some people used base 10 and others used base 2?
How can mathematics help us explore and learn about creation? (C-E)
Different kinds of numbers are helpful in different parts of creation 5.NBT.A.3
Decimals help describe very small measurements and give accuracy
For example, the length of dandelion petals
How can numerical expressions describe patterns and relationships in creation?
The number of leaves per clover, the number of legs per cow, peas per pod, rotations of the earth per months in a year 5.OA
What do we learn about God’s character when we study mathematics? What patterns and relationships did God embed in creation? (O-D)
How do patterns and relationships reflect the intricacies and order in creation? 5.OA.B
How do these patterns within mathematics reflect the interconnectedness of a cohesive creation?
How do we move beyond seeing beauty to creating beauty? (B-C)
How can we reflect the body of Christ in how we do mathematics together? (C-B)
Allow students to demonstrate alternate solutions.
The different ways that students solve problems represents the diversity in our community and creation.
These differences are beautiful and represent the creativity in mathematics.
The amazing structure in mathematics allows different ways of solving problems to still produce the same solution.
Establish a classroom climate that allows each individual perspective to be shared. (Some students need to be encouraged to participate, while others need to allow others a chance to share.)