Name: ___________________

Standard V
September 22nd – 23rd

Monday: Treat Day! Tuesday: Independence Day!

Bible

Learn and send a video recording for a weekly BONUS

“Then I heard the voice of the Lord saying, ‘Whom shall I
send? And who will go for Us?’ And I said, ‘Here am I.
Send me!’ ” Isaiah 6:8
Day 1: Wednesday
Topic: God’s Spokespersons
Ever since the day Adam and Eve left Eden, God called men
and women to be spokespersons of His Word. As
we saw in the previous lesson, some
were patriarchs, judges, or kings, and they also
fulfilled the functions of a prophet.
During the phase of the judges, the work of
the prophets was weakened; read about it in 1 Samuel 3:1.
Then God called Samuel to be the first prophet chosen by God
at that time.
After Samuel, over a period of 500 years, more than 30 people
chosen by God spoke to the people on His behalf.

Activity:
 Math
Day: Wednesday
Objective: Children will be able to identify the square of numbers between 1 and 20 and of 25 and 100.
Topic: Square Numbers
Content:
A square number is the result when a number has been multiplied by itself. For example, 25 is a square number
because it’s 5 lots of 5, or 5 x 5. This is also written as 52 (“five squared”). 100 is also a square number because it’s
102 (10 x 10, or “ten squared”).
How do you square a number?
This is very simple. All you have to do is take the number, and multiply it by itself!
What are ‘square’ numbers? Why are they not called (insert shape here) numbers?
These particular collection of numbers are called square numbers (or squared numbers) for the simple reason that
they form the area of a square. As squares have equal sides, calculating the area is simple – just “square” (multiply by
itself) one of its sides!
For example, a square with side length 2cm would have an area of 4cm2 (as 22 = 4). In reverse, if we knew a square
had an area of 9cm2, we’d know that each side would measure 3cm (as 32 = 9). See the diagrams below to
demonstrate these examples.

Activity:
Identify the square number of the numbers 8 and 9 and demonstrate it by coloring it using the grid.

Find the square number of the following numbers:

1. 100
2. 25
3. 18
4. 15
5. 10
DAY: Thursday
Objective:
Children will be able to identify cube number based on the images provided.
Topic: Cube Numbers
Content:
What is a cube number?
A cube number is the result when a number has been multiplied by itself twice. The symbol for cubed is 3.
For example, 8 is a cube number because it’s 2 x 2 x 2 (2 multiplied by itself twice); this is also written as 23 (“two
cubed”).
Another example of a cube number is 27 because it’s 33 (3 x 3 x 3, or “three cubed”).
Cube numbers can be a little bit more confusing than squared numbers, simply because of the extra multiplication.
Essentially, you are calculating a 3D shape instead of a flat one.
Here is a flat (or 2D) 4 x 4 square:

To calculate the number of blocks (the squared number) we would simply multiply 4 x 4 or 42, equaling 16
Here is a 3D 4 x 4 cube:
To calculate the number of blocks (the cubed number) this time we would multiply 4 x 4 x 4 or 43 equaling 64.
Activities: Look at the image, identify the number cubed and the cube number then, write the answer on the space
provided.
Day: Friday
Objective: Children will be able to complete a squared and cubed maze.
Content: Refer to the content for the week.
Activity: Complete the squared and cubed maze by coloring each box you move to FINISH.

Science
Day: Wednesday
Objective: Children will
Content:
Mangroves
Mangroves trees that grow from salt water but also clean the
water, mitigate erosion and serve as a safe haven for multiple
species. Because of their ability to dissipate the immense wave
energy generated during hurricanes, one-third of Belize’s
coastline is lined with mangroves. This means Belize’s coasts
are both gorgeous and valuable to keeping the country safe
during harsh weather.
Diversity of plants:
Red Mangrove: The Red Mangrove, also called the ‘walking
tree’, is the tallest of all the mangroves we will be covering. It
can be as tall as 80 feet. It is found on shorelines, where
conditions are harshest. You can easily recognize a red
mangrove by its network of aerial roots, which may extend 3
feet above the surface of the soil.
The leaves are large (1-5 inches), elliptical in shape (like an
egg), shiny, smooth- edged, dark green on the top side and
light green on the bottom side.
Black Mangrove: found very close to the red mangrove but
farther inland. It is the second tallest of the mangroves
covered here, reaching a possible height of 65 feet. It is
called the “black” mangrove because the colour of the wood
is dark brown or black. The wood can be used in
construction, charcoal and fuel, or to tan leather.
The leaves are narrow and oval-shaped but with pointy
ends. They are 2-5 inches long, dark green on the upper side
and light green on the underside with small yellowish-
silvery dense hair.
White Mangrove: is relatively short but may grow up to
about 50 feet in height. It lives even farther inland
The leaf is about 3 inches long, light yellow- green, broad and
oval-shaped with a rounded end.

Buttonwood Mangrove: There is the silver and the green

buttonwood mangrove. It is only about 15 feet in height. The
name “buttonwood” is derived from the button-like appearance
of their flowers heads. Some scientists do not consider this a
true mangrove because it is found far inland away from water.
Others insist that it is a mangrove because it is adapted to harsh
conditions and are very salt resistant.

Activity:
Children will make a flip book and will insert the names of the
four different types of Mangroves. Follow the guidelines:
- On the front page, you are to have the drawing and
name of the type of mangrove.
- On the second page write a one sentence description of
the Mangrove.
- Be creative!