As I released my new Consumer Math course, I kept hearing how excited moms were for a high school math that was actually practical. While Consumer Math certainly is that, other high school math should be too!
In all of my math courses, I’ve striven to show students why they’re learning what they’re learning. Granted, algebra might not be something students incorporate into their daily life. However, they use technology based on it daily. For example, how fast will a metal pan heat up? We can use an algebra equation to figure that out.
where
We can write formulas like the one above because of the consistent way heat transfers into pans based on their heat capacity. And why is creation so consistent? Because a faithful God governs creation in a predictable way! Algebra should be something students finish up with a deeper wow at our amazing Creator.
Now, high school math problems can get challenging and involved. Some multi-step problems can make your head spin. These problems not only prepare students for real-life math problems, but they also teach them to look at a situation where they don’t know what to do and think of different ways they could potentially approach it. That’s a skill we need with real-life non-mathematical problems too!
And then there’s logical thinking skills. If a > b and b > c, we can conclude that a must also be greater than c…but we couldn’t conclude that it’s greater than h, for instance. Why do we care? Learning how to draw logical conclusions helps us think through real-life scenarios.
I’ve put below a video Answers in Genesis recently released that shows an AI, when prompted to answer “according to strict math, logic, and mathematical probability” agreed a biblical Creator makes sense and evolution is foolish. Logic matters…and algebra and geometry help students develop it.
Looking to Help Your Students See Math’s Purpose This Year? Check out these high school and junior high school programs, complete with optional eCourses that will walk students through the lessons. Also check out the Big Book of Math timeline, usable to add in math’s application and purpose to any curriculum. It is possible for students to see God in math while developing skills that will last a lifetime.
With the Major League Baseball World Series well under way, I thought it would be a good time to take a look at the math involved in baseball. We’ll also see how all of it reminds us to praise the Creator.
Basic Numbers
Some of math’s applications to baseball are both obvious and basic. How many pitches a pitcher has pitched (called the “pitch count”), the strike and ball counts, the scores (called number of “runs”), the number of innings, the number of players, the numbers on the players’ jerseys—all these and more are examples of basic counting and numbers in action. How many innings are left after the 3rd finishes (assuming the game is not tied at the end)? That can be found using subtraction; taking 9 (the total innings with no tie game) – 3 (the innings completed) leaves the answer of 6 left. Do that same math after the top of the 3rd instead (meaning only half an inning has completed), and you get 9 – 2 ½ = 6 ½. Notice the fractional amount.
Basic Geometry
Baseball also has lots of examples of basic geometry in action. The shapes of the bases (squares), home plate (an irregular pentagon), ball (sphere), and infield (square or diamond) are all basic shapes familiar to many students. The perimeter of the infield would let us know how far a runner runs when he hits a home run; the volume of the ball could be useful if we needed to find the density of the ball (which would require basic algebra—the formula is listed below, where m is the mass and V the volume.
Statistics
When watching a baseball game, lots of statistics appear on screen. These statistics are calculated using math!
For example, batting averages are the result of taking the total hits divided by the total at bats, or total hits ÷ total at bats. (Note that total at bats “does not include walks, hits by pitch, or sacrifices” https://www.wikihow.com/Calculate-a-Batting-Average.) Notice this requires both counting up the total hits and total at bats, and then uses division!
Here’s a site that explains the math behind various other statistics used: https://www.mlb.com/glossary/standard-stats/earned-run-average. If you’re teaching elementary math, you might want to check it out and make up some problems for your child to use. For example, knowing that batting averages are found using the formula total hits ÷ total at bats, make up some numbers for total hits and total at bats. (Note that the total hits will typically be less than at bats…unless a player hits the ball every time!) Say a player hit the ball 5 times and had 25 at bats; a student can calculate then that his batting average is 5 divided by 25, or 0.2, by plugging 5 in for total hits and 25 for total at bats.
You might want to point out that whenever statistics are used, it’s important to ask questions about them, as they can easily be presented in a misleading way. While this isn’t really an issue in baseball (unless someone misunderstands the stat), baseball can be used to illustrate how statistics can be twisted to help students learn to discern through the bombardment of statistics we encounter in the news, advertisements, etc., where they ae often twisted.
For example, say it’s a player’s first time at bat ever in the major leagues. He hits the ball during that at bat. His batting average the next time he steps up to the plate is 1 (he’s had 1 hit and 1 at bat), which equals 1. If you just see a batting average of 1 you might think he’s an amazing player…but we don’t really know that yet. This illustrates a general rule in statistics that the more data you have to calculate an average off, a better reflection of reality is the average is. We need a lot more at bats than 1 to really know how good a player is based on their batting average. In a similar vein, batting averages can be calculated over a player’s lifetime, for a series, or for a game. The point is that it’s always important to understand how a stat is calculated and what it’s really saying.
Algebra and Calculus
We can use algebra in calculating perimeter, area, and volume (the formulas are often written algebraically). We can also use algebra to figure out different facts from various stats. For example, if we know the formula for a batting average and one of the other values in the formula, we can use algebra to find the other value. Say we know a batting average over 100 at bats is 0.2. That means this:
Since we typically use letters to stand for unknowns in algebra, let’s replace total hits with an x. We’ll also replace the with a fraction line, as that’s the typical way to show division in algebra.
Now, because of the faithful, consistent way God governs creation, we can multiply both sides by 100 to solve for , thereby seeing that this player must have had a total of 20 hits.
Algebra (and calculus too) can also help us explore the physics behind baseball. For example, the speed of a pitch is cited throughout a game. While that speed is measured using a radar gun (a device built by using math to both understand and then design around the consistent way God governs creation), you could explain to your student how we could use algebra to calculate the approximate time the ball was in the air given that speed.
We know from physics that distance = speed • time, or d = st. If we solve this equation for time (t) by dividing both sides by s, we get d/s = t. According to the MLB, the distance from the pitcher’s mound and home base is 60 ft 6 in (approximately 0.011458 mi). Let’s say a pitcher pitches a ball that goes 90 miles per hour (mi/hr). Approximately how long was the ball in the air before it crossed home plate? Let’s plug in 0.011458 mi for distance (d) and 90 for the speed (s).
Formula solved for time (t):
Plugging in the values and simplifying:
Converting that to seconds using the knowledge that there are 60 seconds in a minute and 60 minutes in an hour, we’d get approximately 0.45832 seconds for the time the ball was in the air, so not quite half a second. That’s not long!
While I won’t go into it in this post, there’s much more that we could use algebra and calculus to explore in baseball, including exploring the force the batter has to apply to the bat in different situations. Check out Chegg’s “Baseball and Calculus” if you’d like to explore calculus (plus really a lot of algebra too) and baseball further.
Pausing to Praise
Think about the fact that in less than half a second (see the Algebra and Calculus section above), a batter is able to process a pitch and decide if and how to swing.
When I was going through a concussion recovery, I remember reading an article in the Answers magazine about how our brain is designed to learn. God has wired us so that if we practice a skill over and over again, our brain will actually change in response, allowing batters to train their brains to respond to pitches. Pause for just one minute to ponder that—and praise the God that made your incredible brain.
“I praise you, for I am fearfully and wonderfully made. Wonderful are your works; my soul knows it very well.” Psalm 139:14 (ESV)
Also think about all the math that is used in simply setting up a baseball field where the bases are the right distance from each other…and in analyzing a game (let alone a season). We tend to treat statistics as commonplace, but they’re really shouting out at us that we live in a consistent universe held together by a consistent God. After all, they’re found by using division and other math operations…which hold true because day after day, century after century, millennium after millennium, God holds creation together consistently.
Indeed, we need to take a moment to pause to praise—and to reflect on the fact that knowing our amazing Creator is the greatest goal we could ever run after. We achieve salvation from sin and a relationship with God by receiving “the righteousness from God that depends on faith” (Philippians 3:9 ESV), but the Christian life doesn’t end there. Like athletes chase after goals, we’re called to chase after living more and more like we will be one day in Heaven—Christ’s completely.
“But one thing I do: forgetting what lies behind and straining forward to what lies ahead, I press on toward the goal for the prize of the upward call of God in Christ Jesus.” Philippians 3:13b-14 (ESV)
Baseball is one of countless examples of math in action students explore in the Principles series. If you’re looking for a curriculum that both shows math’s usefulness and points math to the Creator, be sure to check out the biblical math materials we’ve put together.
Despite how it often comes across to high school students, geometry is anything but meaningless. In fact, geometry means “earth measure.” It’s a branch of math that helps us measure God’s creation, from the microscopic to the vast distances of space.
I recently had the privilege to develop a geometry eCourse (available on MasterBooksAcademy.com). While it was the most challenging eCourse I’ve developed (creating slides to visually walk through proofs involving different shapes step by step required more than just walking through equations), it was also the most fun to work on. I was blown away over and over again by how geometry sings the Creator’s praises and proves a useful tool. Here are some examples, based on Harold Jacobs’ Geometry: Seeing, Doing, Understanding curriculum and the eCourse I developed to go alongside it (the eCourse both walks through the material and expands on the ideas in the textbook to really bring in the biblical worldview as well as to help students master the concepts without being overwhelmed by the challenges).
Geometry and God’s Creation
Did you know that geometry was used to find the circumference of the earth…and the distance to the nearest star? The distances of outer space are mind-blowing in themselves—yet how much more incredible the God who stretched out the heavens (Isaiah 42:5)! Geometry helps us describe the arrangement of molecules; did you know if the molecules in our bodies were just mirror images of what they are, life as we know it wouldn’t work? Geometry shouts out that life didn’t happen by accident. Geometry helps us see the design in our eyes, and how God gave us the ability to perceive both distance and depth. With geometry, we can measure the height of things we can’t physically stretch a measuring tape to measure—such as a mountain or a tree.
Geometry and Real-Life Tasks
Not only does geometry help us explore God’s creation, but it helps us complete real-life tasks. It helps us design bridges, make beautiful art, and engineer chairs, to name a few. Geometry proves a wonderful course to talk about how God made man in His image and how we’re accountable to our Creator for how we use the intellect and abilities God gave us (a great theme to explore in high school as students are thinking through their futures). On a daily basis, we all experience the effects of geometry applied for both good and evil. Every time we use our cell phone, we’re using cell networks that are really a grid of “hexagonal cells” (Jacobs, p. 583)…and we’re using that device for either good or evil.
Geometry and Apologetics/Logical Thinking
While proofs are definitely a key part of geometry, they too are a useful tool. Proofs help us figure out if something applies just in one situation or in all, making them essential in describing God’s creation. After all, if we’re going to use geometry to measure distances in outer space where we can’t physically check our measurements, we need a way to think through those measurements logically. Deductive reasoning is thus a key piece of geometry—and it applies in other areas of life too. In the eCourse, students learn how in any proof, we start with assumptions—and the conclusions we reach are only as valid as the assumptions we begin with. This is key to understand when discerning through arguments people make (and when making them). For example, if you assume a uniformitarian perspective for how a canyon was made, you will reach different conclusions than if you assume a catastrophic global flood was the cause.
Conclusion
Don’t let geometry fool your students: it’s really an exciting journey through which we can behold God’s handiwork and get equipped to serve Him each step. While geometry can feel like a whole new world for students as it’s very different than arithmetic or algebra, understanding its purpose can help students push through the challenges to learn the key skills that really apply outside of math as well.
If you’d like to learn more or need a resource that teaches geometry from this perspective, check out the geometry eCourse I developed on the Master Books Academy. The first chapter is free to watch, and it will give you a greater glimpse into how geometry, far from being a meaningless exercise, is an incredible journey into measuring the earth.
Pi, which begins 3.14, is a number that has long fascinated people, as it keeps going and going and going. In other words, it’s a number we can’t even fully describe, yet at the same time, it’s useful in an amazing number of situations (including in helping us measure circles).
Pi reminds us of our limited knowledge (we can’t even fully describe parts of God’s creation) and should cause us turn in awe and wonder at God’s greatness!
Yet instead, many get lost focusing on the number pi itself–worshiping the creation rather than the Creator (Romans 1:20-23).
For more thoughts on pi, check out “Thoughts on Pi,” as well as this lesson from Principles of Mathematics. They both have information you could share with your students now or whenever you cover pi; you could also have students apply pi themselves by finding the circumference of a few circles…or, for older students, by using one of the many physics formulas that utilize pi (see this Wikipedia list for ideas). Update: NASA has put together a Pi Day Challenge that shows just how useful pi is! Note that NASA does not come from a biblical worldview, so please use discernment (while most problems looked great, one at least hinted at finding life on other planets).
When looking at pi or any area of math, remember to point students to the Creator and not to the creation itself.
Reminder: We’ve got a lot of math resources (and even curriculum) to help you teach math as a real-life tool that points to the Creator.
Please share this post with your friends to help them see God’s handiwork in math too!
It’s hard to watch a spider spinning its web without being awed at how carefully he engineers something so fragile, yet so strong.
When we look at spider webs using math, the awe simply compounds. Did you know that “the spider web is actually comprised of numerous radii, a logarithmic spiral (given by the polar equation r=ae^{bθ} ) and the arithmetic spiral (given by the polar equation r = a+bθ )”1?
(Video courtesy of Julie G.; used with permission.)
Nature worded it this way: “Spider webs themselves are characterized by a highly organized geometry that optimizes their function.”2
Spiders are yet one more example of how as we use math to explore God’s creation,we’re awed at the Creator’s wisdom and care.God designed spiders to spin these marvelous structures!
And we should be grateful He did. While spiders can certainly be spooky, they serve an incredible purpose. In his video Spiders! Ogres, Allies & Architects3, creation speaker Mike Snavely points out that if spiders were to take a vacation, the world would be overrun with insects. He actually uses math to better help us appreciate this fact.
In the video, Snavely looked with the viewer at the results of a study of how many ounces of insects one specific type of spider eats on average per day, and at another study done in Holland estimating the average number of spiders in each square yard. Then using basic arithmetic and some more facts (such as the size of Holland, the size of the world compared to Holland, the average weight of a person, etc.), he walks through how one could arrive at an estimate that spiders consume bugs that would equal the weight of 10,000,000 people per day! [Note: There’s no way to perfectly estimate something like this, but, as Snavely points out, “even if this number is exaggerated by a factor of 3 or even 4, that’s still a staggering number of bugs per day.” And other research indicates that the 10,000,000 number may even be a conservative estimate. It’s safe to say that spiders eat a LOT of bugs…and math helps us get a better idea of the magnitude of how much these little creatures eat!]
Now aren’t you glad God made spiders such incredible engineers? He knew that in a fallen world, we’d need these little creatures to keep the insect population down.
I loved how Snavely actually walked through the math (which was simple arithmetic) behind the estimate of how many bugs spiders eat. While many times science books or resources only quote a final number on a topic, know that math is involved in calculating the numbers you encounter in science.Math is truly the tool we use to explore God’s creation.
Here are a couple of ideas you can use to use math to explore God’s handiwork in spiders:
Have your student draw a spider web.(You can find various instructions online; here are 3 Ways to Draw a Spider Web.) As they draw, point out that we call what they’re drawing “line segments,” “angles,” etc. Depending on your student’s ages, you could also talk about the names we use to describe different types of angles (such as acute and right) that they are drawing. Math helps us name God’s creation. You could also have them pull out a protractor and measure some angles.
Head for a walk and find a spider web. Use a protractor to estimate some of the angles (being careful not to disrupt the web).
Read this article by Institute for Creation Research about God’s design on display in spider webs, and take a moment to thank God together for His wisdom and care over each detail.
Watch Mike Snavely’s Spiders!.You’ll be wowed by these amazing little creatures…and the even more amazing God Who created them. Plus, you’ll get to see an amazing example of math in action.
Reminder: If you’re looking for a math curriculum that incorporates real life examples (including spiders!) so students see math in connection with God’s creation, be sure to check out Principles of Mathematics.
This upcoming Monday, August 21, 2017, be prepared for a period of darkness in the middle of the day as we experience a solar eclipse.
While solar eclipses occur periodically, it’s rare that the entire United States can view it. According to Time and Date, the last time “a total solar eclipse was visible from coast to coast was almost 100 years ago, on June 8, 1918.”
This short article by Kahn Academy offers a brief overview of a solar eclipse. NASA’s website on the eclipse is complete with information, along with a page of math challenges.
Math challenges? Yes. Math is the tool that we use to explore God’s creation—including the movement of the heavenly bodies overhead. While we can easily read online dates and times that the eclipse will occur in different parts of the world, it’s worth noting that math was used to predict those dates and times. You see, God governs creation so predictably and reliably that we can use math to know ahead of time when something like an eclipse will take place.
It is fascinating to go back and read the works of Johannes Kepler, known for discovering the Laws of Planetary Motion (i.e., mathematical ways of describing the consistent way God causes planets to orbit the sun). His work (which contains a lot of math, by the way) is interspersed with praises to the Creator, such as this one:
Crying out with the royal Psalmist: Great is our Lord and great His virtue and of His wisdom there is no number…To Him be praise, honour, and glory, wourld without end. Amen.[1]
As we experience the eclipse Monday, may we pause and praise the great Creator, exclaiming with the Psalmist:
The heavens declare the glory of God; and the firmament sheweth his handywork. Day unto day uttereth speech, and night unto night sheweth knowledge.There is no speech nor language, where their voice is not heard.Their line is gone out through all the earth, and their words to the end of the world. In them hath he set a tabernacle for the sun,Which is as a bridegroom coming out of his chamber, and rejoiceth as a strong man to run a race.His going forth is from the end of the heaven, and his circuit unto the ends of it: and there is nothing hid from the heat thereof. Psalm 19:1-6 (KJV)
I hope you’ll have fun learning a little about the eclipse (see the links above to get started) and how we use math to help us describe the movement of the sun, earth, and moon (look for words like angles, elliptical, etc., as you read). And then as you’re wowed by the ellipse Monday, remember how much greater the Creator is…and that, though our sin earns us His wrath, He took that punishment upon Himself (1 Peter 2:24) and offers us eternal life with Him forever (John 3:16; John 17:3). Is there someone you know with whom you could share that incredible news?
Reminder:If you’re looking for a curriculum that teaches math in such a way that students leave math praising the Creator and using math as a real-life tool to describe His creation, be sure to check out Principles of Mathematics. We also have resources available to help you bring that perspective for other grades.
[1] Stephen Hawking, ed. On the Shoulders of Giants: The Great Works of Physics and Astronomy. Philadelphia: Running Press Book Publishers, 2002, pg. 1157.
What are you/your children’s biggest struggles in math?
The responses varied (stay tuned for others in future blogs), but several voiced the same struggle: why.
Knowing why you need to learn something certainly doesn’t seem like too much to expect. It’s actually a very reasonable question. As Alfred North Whitehead said, “There can be nothing more destructive of true education than to spend long hours in the acquirement of ideas and methods that lead nowhere.”
So why math? Well, math is a way of describing the consistent manner in which God holds His creation together. Thus it helps us work with the world around us—from everyday tasks to sending men to the moon. It helps us complete various tasks that God gives us to do here on earth.
For example, fractions give us a handy way of describing division, helping us work with real-life relationships. Oh, and don’t forget that music notes, sewing, and cooking all use fractions! (There’s more on the why of fractions in my previous post “Why Learn Fractions?”)
One mother shared that her child wondered why finding the area of triangles matters. While triangles might not at first appear to be the most practical shape, they can actually help us measure such real-life distances as the height of a building and the distance across a stream. (In fact, that’s exactly what students learn to do in Principles of Mathematics while studying triangles.) As for finding their area, triangles also help us measure other shapes. For example, if we want to find the area of a hexagon (which is what bees make their honeycombs out of), we would use triangles to do it. Triangles—along with the rest of geometry—are incredibly practical!
For those of you wondering the “why” of high school math, I recently had an article published in The Old Schoolhouse magazine on that exact topic. You can read “What’s the Purpose of High School Math?” online (note: it may take a minute to load)…and I’d love if you’d then leave a comment here and let me know what you think.
And for those wondering how to teach math in such a way that your students will understand why they’re learning each skill they study, check out the math resourcesI wrote specifically to help students understand math’s true purpose…and to praise the Creator of all as they study. After all, math applies because Jesus is upholding all things by the power of His Word (Hebrews 1:3) in such a predictable way that we can describe it mathematically! Math, when properly taught, should encourage us to trust Him more and more.
Have a specific math topic you’d like to know the “why” of? Leave it as a comment!
I recently looked at various college math materials, and they reminded me why so many students hate math. If I didn’t know better, I would have thought math was a meaningless set of rules I had to memorize—a subject designed to give me a headache.
However, nothing could be further from the truth! While math does have a lot of rules, there’s a purpose to it! Those rules help us describe and explore God’s creation.
As one example, consider the branching pattern of trees. Did you know that math helps us describe it? Well, it does! Fractal geometry helps us describe the branching pattern of trees, as well as many other aspects of God’s creation. (To learn more, check out the blog post I recently wrote about fractal geometry and treesover on the Creation Club website.)
Many students grow up thinking they hate math because they’ve never really been taught what math is. They’ve not seen it as a practical tool that helps us explore God’s creation and complete the tasks He’s given us to do.
If you have a student(s) that dislike math, try stepping back from the mechanics for a bit and showing math in action. Help them understand why what they’re learning matters. If you need some ideas, check out the sample pages from Revealing Arithmetic, Principles of Mathematics 1, and Principles of Mathematics 2. While the samples are designed to give you a flavor for the materials, some of the ideas can be used on their own with students even if you don’t purchase the materials.
Along those lines, here’s a simple challenge: make a list this week with your student(s) of all the ways you see math used (including simple ways, such as the numbers on a clock or microwave). You both might be surprised.
Need help teaching students math with a purpose? Check out the Principles of Mathematics curriculum!
We just started using Principles of Mathematics 1 with our 7th grader. This particular 7th grades despises math. The previous years have been filled with tears, frustration and always asking the question “why do we need math?”. After hours and hours of searching, I found Masterbooks and Principles of Mathematics. I picked it because IT EXPLAINS WHY WE DO MATH!!! YAY!!! Our 7th grader was skeptical at first but after just a couple days he CHOSE to switch from the year schedule to the accelerated schedule. Woo Hoo! He enjoys doing math. So thankful!
It’s the time of year again where many of you may be heading back to school after a summer break.
Here are some free resources to help encourage/equip you to teach math from a biblical worldview as you go.
Free Transforming Math Video – Watch this 18-minute video to get a glimpse into how biblical principles really can transform math, making it an exciting exploration of God’s creation. When you sign up for the video, you’ll also get a free read-aloud story that illustrates how often we really do use numbers, and a series of emails with other information and reminders to help you teach from a biblical worldview.
Math, Lightning, & Thunder – I recently blogged over on The Creation Club about how we can use math to help us approximate the distance to a lightning strike. Even a summer thunderstorm gives us an opportunity to explore God’s creation and marvel at God’s greatness (after all, He’s the one who makes the lightening and brings forth the wind – see Jeremiah 51:16).
Upcoming Articles – I have articles coming out this fall/winter in both the Old Schoolhouse Magazine and Homeschool Enrichment. If you get either of those magazines, be sure to take a look.
Sample Lessons – Watch a free preview of a lesson on place value, one on fractions, and one on lines and angles.
Note: If you’ve found these resources helpful, please share with a friend.
But have you ever wondered whether your hose would reach the flower bed on the other side of the driveway…and wanted to find the answer without having to unwind the hose?
Assuming your hose is wound up in circles, you can use math to find the approximate length of the hose, which would tell you if it’s worth trying to reach that flower bed.
First, measure the diameter of (or the distance across) each of the circles the hose is wound in (they may not all be exactly the same, but we’re looking for a rough idea here).
If the diameter of each circle is about 2 ft, then the circumference of each circle is approximately 3 x 2 ft, or 6 ft, as the circumference equals pi (which we’re rounding to 3 to make the math easier to do in our head) times the diameter.
Circumference = pi x diameter
Circumference = 3 x 2 ft = 6 ft
This means that every time the hose is wound into a circle, it takes about 6 ft of hose.
Now we can count how many times the hose is wound into a circle and multiply that by 6 ft to find the length of hose. If the hose is wound into 10 circles, then we’d know there’s about 10 x 6, or 60 ft, of hose.
Now of course, we’re only approximating the length of the hose. The circles a hose is wound into are likely not all exactly the same size. And we approximated pi to 3, when it’s really a number that begins 3.14 and continues on and on. But often, getting an approximate answer is all we really need. It can give us an idea of whether a hose will extend to that distant flower bed…or let us know about what size hose we’d need to buy to replace it.
Understanding the relationship between the diameter and circumference of a circle applies in more places than you might initially think! In fact, this example was inspired by a man who shared how he uses math on his construction job to estimate the amount of material left on a roll. Remember that math is a tool we can use to help us describe God’s creation and complete the tasks He’s given us to do.
Imagine learning math in connection with real-life applications…all while building a biblical worldview!
Imagine if students really understood algebra and why they needed to learn it.
Well, now they can! Katherine’s newest curriculum covers the core concepts of algebra in a way that leaves students understanding why they’re learning what they’re learning and how it points to the Lord.
View our complete Cookie Policy here for more information on cookies collected in order for this website to function and perform the requested services and our Privacy Policy for details on what information we collect, why, and how we safeguard (and never sell) your information.
We use Google Analytics to track website usage in order to improve our website and better serve you. You can accept or decline this tracking below.
where
Geometry and Real-Life Tasks
I’m a sinner saved by grace through Jesus Christ. I’m also a writer—I’ve been writing ever since I could hold a pen. I… 
