Name: ___________________

Standard V
October 4th – October 8th
Bible
Day: Monday
Topic: A Prophet of Bad News
Content:
Jeremiah was faithful to God despite the death threats and being put in jail and
thrown into a cistern where he sank into the mud (you can read this story in
Jeremiah 38:1–13).
Loyalty, like courage, is seen more clearly in the difficult moments of life.
Activity:
Do you remember what other biblical characters were loyal to God even when
they went through difficult situations? Write the name of the character, the
situation they went through which put their loyalty to the test, and what the
result was of being faithful

Day: Wednesday
Content:
He is a world-renowned violinist of Cuban origin, who currently lives in the
United States. During his childhood in Cuba, he had many opportunities to
demonstrate that he loved and chose Jesus as his Savior.
AN UNPLEASANT TEST
When he was a child and attending school, his teachers pressured him to say that he did not believe in God, and every
day they sought different ways for him to renounce his faith. However, Jaime had learned to love Jesus, and there was
no way to make him say otherwise.
One morning, while Jaime was in the classroom, he asked his teacher for
permission to go to the bathroom. Immediately, the teacher told him that he
could go only if he would say out loud that he denounced Jesus and
accepted being a communist.
Jaime crossed his little legs from side to side, and his heart beat rapidly.
What a distressing situation! He had to go to the bathroom urgently, but
could he deny that he loved Jesus? Wasn’t it a lie? Wouldn’t it be a lack of
loyalty to say, “I do not love Jesus”?
STEADFAST AND LOYAL
Jaime replied that because he loved Jesus, he could not renounce being His
friend. So then, the teacher did not allow him to go to the bathroom. You
can already imagine what happened to Jaime after a while, when he couldn’t
hold out any longer.
Years later, when he could freely express what he believed, Jaime said that
these experiences in his childhood helped him to strengthen his faith and his
love for Jesus.
In his performances as a violinist, Jaime remains loyal to God, and he
preaches the gospel through his music and testimony.
Perhaps you do not find yourself in a situation of having to choose between your basic needs and being faithful to God,
but in every circumstance in your life, you can show your loyalty by choosing to always remain on the side of Jesus.
Activity:
Form into pairs with a partner at home, it can be your sister, brother or any family member at home. Blindfolded, walk
through a track with obstacles while your partner gives you instructions. Then switch roles. When everyone is done
going through the track, get together and answer the following questions:
• Whom must we be loyal to above all things? Why?
• What kind of a guide was your partner, a loyal or disloyal one? Why?
•How did you feel having to depend on your partner? Why?
• Why is a friend’s loyalty important?
Mathematics
Day: Monday
Topic: Adding Numbers Mentally
Objective: Children will be able to add mentally, numbers with up to three digits.
Content:
Today we’ll look at some simple methods for increasing your ability to sum numbers mentally. Let’s begin our lesson
with some special number pairs.

Q: What do these number pairs have in common?

A: They all add to 10.
This may seem obvious, but it is an important first step. We’ll use these number pairs for benchmark and regrouping
techniques. So whenever you see one of those pairs, I automatically want you to think “10”.
Benchmarks
When adding a single-digit number to another number, I like to use the technique of benchmarks. A benchmark is a
convenient number we can use as a resting point in the middle of a problem, usually a multiple of ten.
Suppose we wanted to add 15 + 8.

We’ll use the number 20 as a benchmark, so break 8 into 5 + 3.

Combine 15 + 5 first to get to our benchmark of 20.

Then complete the addition.

A video will be sent to you which explains another way to add numbers mentally.
Activity: Try to add the numbers mentally and write the answer on the space provided.
1. 330 + 418 = _______________
2. 600 + 367 =________________
3. 445 + 390 = _______________
4. 674 + 9 = _________________
Day: Tuesday
Topic: Subtracting Numbers Mentally
Objective: Children will be able to subtract mentally, numbers with up to three digits.
Content:
Yesterday we looked at how to add numbers mentally. Now today, we will be looking and how to Subtract numbers
mentally.
Strategy #1: Subtract in 2 parts

Subtract 8 in two parts: first 3, then 5.

Subtract 6 in two parts: first 2, then 4.

Strategy #2: Add

You can “add backwards”. This works well if the two numbers are close to each other.

Instead of subtracting, think how much you need to add to the number being subtracted (the subtrahend) in order to get
the number you are subtracting from (the minuend).

Activity: Subtract

Day: Wednesday
Topic: Adding Negative and Positive Numbers
Objective: Using a number line, children will be able to add negative numbers to a positive number.
Content:
Adding positive numbers, such as 2 + 2, is easy.
When we add a negative number to a positive number, or two negative numbers, that can sometimes seem tricky.
However, there are some simple rules to follow and we introduce them here.
Rule # 1: Adding negative numbers to positive numbers—count backwards, as if you were subtracting.
Now, let’s look at the reverse equation. When you are adding a negative number to a positive number you are
effectively subtracting the second number from the first.
For example, take 4 + (-2). How does that look on the numbers line?
You start at 4.

And then you add the negative number, which means you are moving to the left – in the negative direction. Basically
you are subtracting the 2.

The answer is 2. 4 + (-2) = 2.

Activity:
Note: The die will be given to you so that you can make it and write the positive number and negative number up to 6.
Roll one positive number die and one negative number die and write them in the space (box) provided. Add the two
numbers together. Write the answer on the box. Use the number line of you need help.

1.
+ =

2. + =

3. + =

+ =
4.

Day: Thursday
Topic: Adding Negative Numbers to a Positive Number
Objective: Through the use of tiles children will be able to add negative numbers to a positive number.
Content:
Let yellow tiles represent positive numbers, and red tiles represent negative numbers.
Example 1:
The addition problem 5+(−2) can be represented as

Group the two negative tiles with two positive tiles.

Since 2+(−2)=0, these tiles disappear. We are left with 3 positive tiles.

So 5+(−2)=3.
Activity:
Cut the tiles that are attached to your package and use it to solve the following:
1. 9 + (-4) = _______________
2. 11 + (-5) = ______________
3. 8 + (-7) = _______________
4. On a folder sheet, typing sheet or coloured sheet you will write 2 addition sentence using a positive and a
negative number and represent it using tiles. Lastly, solve the addition sentence and represent the answer using
tiles.
Day: Friday:
Content: Refer to content for the week.
Activity:
Answer the following word problems:
1. Overnight, the temperature in Mayville was -4°F. But by the following afternoon, the temperature had risen
11°F. What was the temperature in Mayville that afternoon? To solve the problem, Rose added -4+11 and came
up with an answer of 7°F. Is Rose correct? Why or why not?
2. A proton has a charge of positive one. An electron has a charge of negative one. Find the total charge of an ion
with 5 protons and 15 electrons.
Try to add or subtract the following mentally:

3. There are 126 pencils in the drawer. Jessica placed 104 more pencils in the drawer. How many pencils are now
there in all ?
4. Fred picked 126 pears and Joan picked 103 pears from the pear tree. How many pears were picked in total ?
5. Tim's high school played 988 baseball games this year. He attended 218 games. How many baseball games did
Tim miss ?
6. Dan has 841 black balloons, he gave Mary 253 of the balloons. How many black balloons does he now have ?
 Science
Day: Monday
Objective: children will be able to write a sentence describing the adaptation of the algae, seagrass, water lily and
water hyacinth.
Content:
How plants adapt in the Coral Reef:
Algae: Virtually all reef-dwelling corals have a
symbiotic (mutually beneficial) relationship with
algae called zooxanthellae. The plant-like algae live
inside the coral polyps and perform
photosynthesis, producing food, which is shared
with the coral. In exchange the coral provides the
algae with protection and access to light, which is
necessary for photosynthesis. The
zooxanthellae also lend their color to their coral
symbionts.

Seagrass: Seagrasses have evolved adaptations to survive in marine environments

including salt tolerance and resistance to the energy of waves (roots firmly anchor
seagrasses to the sediments and flexible blades offer little resistance to water
movement. Air canals in the leaves carry oxygen down to the roots. The leaf
contains a layer of green pigment (chlorophyll) which captures light to provide
energy through photosynthesis for their growth.

How plants adapt in the River:

Water Lilies: What do plants need to survive? Plants make their own food
through a process called photosynthesis, but they need sunlight to help turn
carbon dioxide into oxygen. They also need water. Luckily, plants that live in
freshwater have access to plenty of water! Let's look at some of the
adaptations that help the water lily get everything it needs to thrive.
Lilly Pad & Root System
The part of the water lily you see the most is what's usually called the lily
pad. These are just big, flat leaves that make up a part of the plant. If you
pulled one of the leaves up out of the water, you would see a stem leading all
the way down to the bottom of the pond. The water lily plant is rooted, and
the leaves float on the water's surface.

What you might not know is that the root system and stem of the water lily
are both pretty simple. Plants on land have root systems that stretch out in
order to find more water for the plant. Water lilies don't need big root
systems because they are already in the water, but roots take up nutrients from the substrate (the stuff on the bottom of
the pond).
The stem of a water lily doesn't need to be strong enough to support the leaves either, because the water does that -
they just float! But, the stem can grow up to 6 or 7 feet, as long as it needs to be to get its leaves to the surface.

Water Hyacinth: Water hyacinth produces thousands of seeds each year, which can remain viable for up to 30 years.
One of the fastest growing plants known; water hyacinths
can double populations in two weeks. Some populations in
Southeast Asia have been documented to grow up to 5
meters per day. The plant is capable of reproduction by
two vegetative methods: seeds and horizontal stems.
Flowers open briefly during the summer before beginning
to wither. When all the flowers have withered, the stalk
gradually bends into the water and seeds are released and
sink to the soil where they can remain viable for up to 30
years. Water hyacinth can also produce vegetatively by
producing short runner stems (stolons) from the base of the
plant to form daughter plants. Fragmentation, or breaking
into smaller pieces, may occur by wind or wave action or
the propellers of motor boats. Once broken apart, plant
fragments are easily transported to new areas where they
can reproduce and cause another infestation.
Activity: Write a sentence on the space provided on how each of the following plants adapt to their ecosystem:
1. Water lily :
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Water Hyacinth:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Algae:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. Seagrass:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Day: Wednesday
Objective: Children will be able to answer 4 questions based on the adaptation of Plants in the mangrove ecosystem.
Content:
How plants adapt in the Mangrove Ecosystem:
Red Mangrove: The leaves have a waxy layer which helps the tree lose less water (similar to sweat on humans). Prop
and drop roots make the trees look like they are walking. Prop (or stilt) roots grow out of the trunk, and drop roots
grow down from the branches. These roots help keep the tree from falling over in the slippery mud below, and they
provide extra oxygen to the tree since the roots are exposed to the air. Prop roots also provide a protective nursery

habitat for many marine and coastal animals.

Black Mangrove: The tree excretes salt through the leaves, leaving salt crystals on the leaf’s surface. Pneumatophores
are born from underground cable roots surrounding the tree. Pneumatophores look like fingers and are about 8 inches
tall. They poke out of the surrounding water in order to get oxygen for the tree.

White Mangroves: There are two glands called “nectaries” at the base of the leaf. It is believed that nectaries are either
a source of sugar for ants that protect the trees from harmful insects or an outlet for salt. The leaves also have pores
that excrete salty water. When the water evaporates, salt crystals remain on the surface.
White mangroves do not have aerial roots like others. If the water around them has low levels of oxygen, however,
they will develop “peg roots”. These are shorter and stouter than pneumatophores.

Button Wood Mangrove: The underside of the leaves have salt glands alternating along the midrib. The base also has
two salt glands.

Activity: Answer the following questions in complete sentence:

1. What helps the leaves of the Red Mangrove to lose less water?
2. Explain what do you understand about pneumatophores.
3. Write a sentence explaining how the Button Wood Mangroves adapt to their ecosystem.
4. Which type of mangrove adapts to the description:
Nectaries are either a source of sugar for ants that protect the trees from harmful insects or an outlet for salt.