Section 4: Math Crafts

**Subject:** Elective | **Grade:** 5

## Overview
Hands-on educational crafts and activities organized by subject: science, history, language arts, math, Bible

## Source Text Excerpt
Let’s 

Do Something!

_

sera | abioWw

04th) Ohi y wwe

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Har

Aayvi

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i hi LE |

: ne yurng Yo ¥ es Caer ee 7 ‘a a we <-

Words / Names TRY TRANSLATION Bible names often have meanings in the original language. Some Hebrew syllables are used many times, such as: as, abi — father, hanan— my father gracious el, eli — God, my God tah, jah, jo — Jehovah ezer — help Match these Hebrew names with their meanings. Sometimes two have the same meaning, with the syllables reversed. . Abiel . Abijah . Abiezer ii a. God is my Father 2 b. God is gracious 3 c. God is help 4.Elhanan d. Jehovah is God 5. Eliab e. Jehovah has been gracious 6 f. Jehovah is (my) Father 7 g. My Father is help 8 9 h. My God is God . Ehel . Ehezer . Elijah . Joel 10. Johanan (John) ‘O-OT *P-G6 *P-8 *9-L “Y-9 *B-G *G-H ‘9-E “J-Z BT :AOY

Let’s Do Something! HOW DID YOU GET YOUR NAME? (Supplies: Dictionary or book of names?” Sometimes people from other countries ask, “How do Americans name their chil- dren?” “That’s hard to answer,” I say, “but often it is a name used in the family before, or just any name the parents happen to like.” “Do your names have meanings?” they ask. “Yes, some do,” I say, “but few people pay any attention to the meanings when they choose names for their children.” To see if my answer was right, I did a little telephone research. Judy and Roger said, “They just liked my name—the sound of it.” I’m sure it didn’t make any difference that Judy comes from Judith, a Hebrew name meaning praise, and certainly not that Roger is a Germanic word that means famous spear. Jane said, “Mother named me for a friend.” She had no idea that Jane comes from Joan, the Greek feminine form of the Hebrew Johanan which means “Jehovah hath been gracious.” Jane knew she was given Ellen for her mid- dle name because it was her father’s mother’s middle name, and also her aunt’s middle name. Until we d

## Learning Objectives
- Master the concepts in this section
- Apply skills through hands-on activities
- Demonstrate understanding through projects

## Activities
- Fraction pizzas

• Geometry shapes

• Measurement tools

• Graphing games

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  Source: Educational Crafts and Activities for Juniors and Intermediates

👩‍🏫 Teacher’s Guide — Section 4: Math Crafts

Lesson Plan at a Glance

• Topic: Section 4: Math Crafts
• Grade: 5 | Subject: Elective | State: OK
• Reading: Textbook: Educational Crafts and Activities for Juniors and Intermediates, Section 4
• Suggested Pacing: 4 sessions × 45 min (Read → Narrate → Activity → Notebook)

Teaching Sequence

1. Read Aloud the assigned text; have student narrate back in their own words.
2. Big Idea to Land: Core concept of this lesson.
3. Cover These Sections: (see student content for section headings)
4. Do a Hands-On Activity from the list — concrete experience before abstract.
5. Notebook: Student completes journal entry recording observations.
6. Review: Ask discussion questions orally; finish with review questions.

Discussion Questions (with what to listen for)

• Q: What is the most important idea here? Why? (Listen for prioritization and justification.)
• Q: How does this connect to what we learned before? (Listen for schema activation.)
• Q: What question do you still have? (Listen for curiosity and metacognition.)

Vocabulary to Define Together

Materials to Gather

• Notebook/journal
• Writing utensils
• Textbook: Educational Crafts and Activities for Juniors and Intermediates
• Map/globe (for history/geography)
• Basic lab supplies (for science)

Standards Covered

Watch For (Common Misconceptions)

• Confusing mass with weight — use the Moon example consistently.
• Skipping narration — oral retelling is where retention happens; don’t skip it.
• Activity without notebook — the journal entry IS the assessment; don’t separate them.
• Lecturing instead of questioning — aim for 80% student talk, 20% teacher talk.

Differentiation

• Struggling: Provide sentence frames for narration; allow oral responses.
• Advanced: Add extension question: “How would this change if…?”
• ELL: Pre-teach key vocabulary; use visual aids and sentence frames.

Assessment Look-Fors

• Accurate narration with key vocabulary
• Notebook entry shows observation + reflection
• Map/timeline entry accurate
• Discussion participation with evidence
• Project completion with explanation