Daily Learning Tasks: Purple Weeks 3 – 4€¦ · ‘All Children Should Have Pets!’ Week 4 ‘All Children Should Have to Learn a Second Language’ Access: Writing Enrichment

| NSW Department of Education

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Daily Learning Tasks: Purple Weeks 3 – 4 These learning tasks are designed to be completed by students daily, with guided support from parents/carers. The activities below are to be repeated over a two-week cycle. Students can access further learning through the Enrichment Learning Grids. All documents can be found on the school website. We understand and appreciate the different circumstances for each family and their capacity to support their child/ren’s home learning. We encourage families to complete what is manageable with the resources that are available. Your child/ren’s teacher will be communicating with you weekly, so please inform them of your child/ren’s progress as well as your concerns and challenges.

How do I contact my teacher?

Students can contact their teacher about learning via Seesaw or phone. Parents/carers can contact teachers via phone only. Please note, teachers are only available during school hours 9-3:00pm.

Screen Time Recommendations

Australian Standards suggest a maximum of 2 hours per day screen time (including time children spend on

screens for learning).

Supervision of Online Learning

If your child is accessing online learning activities, please ensure your child is supervised.

If you are self-isolating:

Please understand teachers are still teaching on class and will respond to messages as soon as they are available.

If the school is requested to close:

Teachers will update via Seesaw with further information on when they will be online for daily contact. If you are not accessing Seesaw, teachers will contact you via phone.

Please note: Teachers will do their best to respond with the technology at hand. In the event of School Closure, if you haven’t heard a response from the classroom teacher on an urgent matter within 48 hours, please email the school using the email address below.

Brain Breaks Please take Brain Breaks as often as needed.

A variety of activities can be found in the Enrichment Learning Grids. End of week check: Key:

Has my teacher seen my learning this fortnight?

If not, please send some of your learning to your teacher via Seesaw or another agreed method.

photograph voice recording video

What learning is taking place at school? Students who are at school participate in the same

Learning Units that are used at home.

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Daily Learning Tasks: Purple Weeks 3 – 4

Day 1 Day 2 Day 3 Day 4 Day 5

Morning Spelling

1. Read the spelling rule and spelling words for the corresponding week. (Appendix 1)

2. Write the spelling rule and the spelling words in your workbook.

3. Complete the spelling rule activity for the corresponding week. (Appendix 1)

Spelling

1. Read your spelling words out loud.

2. Write your spelling words in alphabetical order (A-Z) in your workbook.

Access: Spelling Enrichment Learning Grid

(choose 1 activity)

Spelling 1. Write your spelling words in your book and then use the information below to write them in Morse Code.


(choose 1 activity)

Spelling 1. Read your spelling words out loud.

2. Write your spelling words scrambled on your whiteboard and have a family member try to unscramble them.

For example: rtofy = forty


(choose 1 activity)

Spelling Roll a die for each of your spelling words and complete the activity for the number you roll.

Reading - Grammar 1. Read the information about speech for the corresponding week. (Appendix 2)

2. Write the key points about speech in your book.

3. Do the activities for the corresponding week in your book. (Appendix 2)

Reading Read to Self

Spend 20 minutes alone reading a book, magazine, newspaper or story online.

Visualising

What did you visualise whilst reading? Draw a picture in your workbook.

Access: Reading Enrichment

Learning Grid (choose 1 activity)

Reading Read to Someone

Spend 20 minutes reading a book, magazine or newspaper to a family member or toy.

Summarising What happened in the story/article? Write a paragraph summarising the main points in your book.

Access: Reading Enrichment

Learning Grid (choose 1 activity)

Reading Read to Self

Spend 20 minutes alone reading a book, magazine, newspaper or story online.

Making Connections Does this text remind you of something else you have read, seen or done? Why or why not? Write your thoughts in your workbook.

Access: Reading Enrichment Learning Grid

(choose 1 activity)

Reading Read to Someone

Spend 20 minutes reading a book, magazine, newspaper or story online to a family member or toy.

Questioning What was the author’s intention (why) when writing this book/article? Write your thoughts in your workbook.

Access: Reading Enrichment Learning Grid

(choose 1 activity)

2


Writing - Handwriting

Look at the handwriting focus on Appendix 3 for the corresponding week.

On your handwriting whiteboard (included in your resource pack), practise the joins and words in your best cursive handwriting.

Access: Writing Enrichment Learning Grid

(choose 1 activity)

Writing

Week 3 - CATCH UP!

Complete any Writing activities you were not able to complete in Week 1 or 2 due to the Pupil Free Days.

Week 4

1. Read the information on Persuasive Adverts in Appendix 4 and copy it into your workbook.

2. Look at the ‘Cocoa Pebbles’ example in Appendix 4 and answer the following questions in your book:

- What makes this advert persuasive?

- Would you buy this product? Why, or why not?


(choose 1 activity)

Writing

Week 3

1. Read the information about the structure of persuasive texts in Appendix 4 and record the key points in your book.

2. Read the example of a persuasive text in Appendix 4 and complete the activity.

Week 4

Think about your favourite toy, object or game. Think about why you like it, what makes you want to keep using it and if you would recommend it to your friends. If so, why?

Design an advert to encourage others to buy your favourite item. Make it clear what is great about it and why other children might want to have one. Make your advert bold and colourful.


(choose 1 activity)

Writing

Using the example of a persuasive text in Appendix 4, write your own persuasive text on the following topic in your workbook:

Week 3

‘All Children Should Have Pets!’

Week 4

‘All Children Should Have to Learn a Second Language’


(choose 1 activity)

Writing

Read over your persuasive text from yesterday and check for the following:

- correct punctuation (capital letters, commas etc)

- correct spelling

- correct structure

- that it makes sense

Fix any mistakes and publish your writing on a new page in your book or on the computer.


(choose 1 activity)

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Middle Break Break Break Break Break

Mindfulness & Positivity

Access: Mindfulness & Positivity Enrichment

Learning Grid



Learning Grid


Access: Mindfulness & Positivity Enrichment Learning

Grid



Learning Grid



Learning Grid

Number of the Day

On your whiteboard, complete the Number of the Day activity for the corresponding week and day. (Appendix 5)

Number of the Day

Your number for today is 480 (Week 3) and 1253 (Week 4).

Use words and pictures to show as much information about the number as you can on your whiteboard.

Number of the Day


Number of the Day

Your number for today is 864 (Week 3) and 9726 (Week 4).

Use words and pictures to show as much information about the number as you can on your whiteboard.

Number of the Day


Times Tables

Using a whiteboard marker, fill in your blank multiplication grid that came in your resource pack.

Use a clock/stopwatch to time yourself.

Record this time in your maths book.

Times Tables

1. Write out your 2x and 11x tables in your maths book.

2. Write out the inverse (division) facts for the 2x and 11x tables. e.g. 33 ÷ 11 = 3

Ask a parent/carer to quiz you randomly on them.

Times Tables

1. Write out your 5x and 10x tables in your maths book.

2. Write out the inverse (division) facts for 5x and 10x tables. e.g. 60 ÷ 10 = 6


Times Tables

1. Write out your 12x tables in your maths book.

2. Write out the inverse (division) facts for the 12x tables. e.g. 108 ÷ 12 = 9


Times Tables

Using a whiteboard marker, fill in your blank multiplication grid that came in your resource pack.

Use a clock/stopwatch to time yourself. Try to beat your Day 1 time!

Record this time in your maths book.

4


Week 3 - CATCH UP! Complete any Maths tasks you were not able to complete in Week 1 or 2 due to the Pupil Free Days.

Week 4 - 2D Space 1. Read and record the WALT for the corresponding week/day in your maths book. (Appendix 6)

2. Complete the tasks for the corresponding week/day. (Appendix 6)

Access: Mathematics Enrichment Learning Grid

(choose 1 activity)

2D Space

1. Read and record the WALT for the corresponding week/day in your maths book. (Appendix 6)



(choose 1 activity)

2D Space




(choose 1 activity)

Mass




(choose 1 activity)

Volume




(choose 1 activity)

Break Break Break Break Break Afternoon Science

Access: PDHPE Enrichment Learning Grid

(choose 1 activity)

PDHPE

Access: PDHPE Enrichment Learning Grid

(choose 1 activity)

Creative Arts

Access: Creative Arts Enrichment Learning Grid

(choose 1 activity)

History/Geography

Access: History/Geography Enrichment Learning Grid

(choose 1 activity)

Family Time or Free Play

Enjoy an activity with your family or have some free

play.

Hands on Learning

Access: Hands on Enrichment Learning Grid

(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

Hands on Learning


(choose 1 activity)

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Appendix 1 - Spelling Rules and Words Week 3

Week 4

Spelling Rule: Rules when writing numbers as words 1. Include a hyphen when writing numbers from twenty-one to ninety-nine that are not multiples of ten. For example: eighty-five, fifty-six, seventy-one 2. fifty - five loses its ve and gains f when the suffix -ty is added. fifteen - five changes its ve to teen 3. forty - four loses its u when the suffix -ty is added. Also, change the y to i and add -eth for ordinals on the decade after tenth: e.g. twentieth

Spelling Rule:

For most words ending in f or fe, change the f or fe to v and add -es for plurals. e.g. scarf –> scarves.

We also change f to v when changing nouns to verbs before adding -e. Some examples are: thief – thieve; belief – believe; relief – relieve; grief – grieve.

Rule Words Commonly Misspelt Words Theme Words Rule Words Commonly Misspelt Words Theme Words 1. forty 2. twentieth 3. seventy-eight 4. fourteen 5. ninety-nine

6. tomorrow 7. favourite 8. conscientious 9. mischievous 10. disappeared

11. Geography 12. Macquarie Island 13. polygon 14. two-dimensional 15. measurement

1. leaves 2. loaves 3. chiefs 4. themselves 5. ourselves

6. pigeon 7. parallel 8. miniature 9. conscious 10. questionnaire

11. solids 12. liquids 13. gases 14. medicine 15. prescription

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Appendix 2 - Grammar and Punctuation Speech

Week 3 – Direct Speech

Write the key information in your workbook

Complete the activities below on Direct Speech

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Week 4 – Indirect Speech

Write the key information in your workbook

In indirect speech we do not use the exact words of the speaker.

Instead, we report what was said.

We sometimes need to change pronouns and verb tenses.

We don’t use speech marks.

Complete the activities below on Direct Speech

Change the following examples of ‘direct speech’ into ‘indirect speech’. Write them in your workbook.

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Appendix 3 – Handwriting Targeting Handwriting Interactively – Blake Education

Week 3 - Diagonal Joins to head/body letters (h, i)

Week 4 - Diagonal Joins to head/body letters (k, l)

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Appendix 4 – Writing https://www.twinkl.com.au Week 3

Day 3 – Persuasive Writing - Structure Summarise the key points below in your workbook

Read the example of a persuasive text below.

Find examples of the following: - title - point of view - arguments - reasons - persuasive language

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Week 4 Day 2

Example of a persuasive advertisement

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Appendix 5 – Number of the Day https://mathsstarters.net/numoftheday

Week 3 Day 1 Day 3 Day 5

Week 4 Day 1 Day 3 Day 5

https://mathsstarters.net/numoftheday

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Appendix 6 – 2D Space

Week 3 Day 2

WALT - classify a 2D shape from a description of its features - explain the difference between regular and irregular shapes.

Day 3 WALT - Draw a shape from a description of its side and angle properties.

1. Write and draw the following information in your book:

A polygon is any 2D shape formed with straight lines. Triangles, quadrilaterals, pentagons, and hexagons are all examples of polygons.

Regular polygons are polygons that have sides with equal length and angles with equal measure. Irregular polygons are polygons that are not regular, so they do not have sides with equal length or angles with equal measure.

2. Draw the shapes below in your book. Tick the regular polygons.

1. Write and draw the following information in your book:

A quadrilateral is a four-sided 2D shape. The following 2D shapes are all quadrilaterals: square, rectangle, rhombus, trapezium, parallelogram and kite.

2. Read the descriptions below. Draw the shapes they are describing in your book or on the computer using Microsoft word/drawing app. Label each shape and identify it has regular or irregular.

Hint: vertices are also known as corners.

a. I have only 1 side and no vertices, what am I? _______________ b. I have 4 equal sides and 4 right angles, what am I? ___________ c. I have 6 sides and 6 vertices, what am i? _____________ d. I have 4 sides; 2 long and 2 short, and 4 right angles. What am I? _________ e. I have 5 sides and 5 vertices, what am I? ________________ f. I have 3 sides and 3 vertices, what am I? ________________

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Week 4

Day 1 WALT: Identify and name right-angled, equilateral, isosceles and scalene triangles.

Day 2 WALT: Identify and quantify the total number of lines (axes) of symmetry of

2D shapes, including quadrilaterals and triangles 1. Copy the information about below into your maths book:

• How to remember - alphabetically they go 3, 2, none: - Equilateral: ‘equal’- lateral (lateral means side) so they have all equal sides - Isosceles: means ‘equal legs’, and we have two legs, right!? - Scalene: means ‘uneven’ or ‘odd’, so no equal sides.

1. Copy the information below into your maths book:

A 2D object or shape can be said to be symmetrical if a line can be drawn through the middle, so that the two halves are mirror images of each other.

The line drawn through the middle is called the line of symmetry. Squares have 4 lines of symmetry and rectangles have 2 lines of symmetry.

= 4 lines (axes) of symmetry

2. Draw the shapes below in your book. With a coloured pencil,

draw the lines of symmetry. Write the total below the shape.

A triangle has 3 sides and 3

angles. The 3 angles always

add up to 180°.

2. Copy the questions into your book and identify each triangle as equilateral, isosceles or scalene.

0 1 2 3 4

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Week 4 Day 3

WALT: Recognise that a triangle can be both right-angled and isosceles or right angled and scalene.

1. Copy the information below into your book.

Right-angled triangle: • A right-angled triangle is a triangle with a right angle (90°) in it. • The little square in the corner tells us it is a right-angled triangle

(I also put 90°, but you don't need to!)

Isosceles right-angled triangle: • One right angle • Two other equal angles always of 45° • Two equal sides

Scalene right-angled triangle:

• One right angle • Two other unequal angles • No equal sides

2. Identify the triangle based on its properties, draw it, label it, and explain why in your maths book.

a) b) c)

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Appendix 7 – Mass and Volume

Week 3 Day 4

WALT – Select, use and record masses using g, kg and t

Day 5 WALT – Describe the dimensions of a prism (L, W & H) and calculate the

volume of rectangular prisms.


Mass is a measure of how much matter is in an object. Mass is measured by how much something weighs. But weight is caused by gravity, so your weight on the Moon is less than here on Earth, while the mass stays the same. Mass is measured in grams, kilograms and, tonnes. 2. Complete the following activity:

- Find the objects in the table below around your home/classroom. - Talk with someone about how you would estimate their mass. For example, you could heft using the weights in one hand and the object in another to estimate their mass. - In your maths book, draw the following table that shows the object, your estimation (mass) and the actual mass (g/kg) using a measuring tool of your choice (e.g. kitchen or bathroom scales).


Dimensions of a prism include; length, width and height, as seen below.

e.g. a fish tank.

2. Complete the following activity:

In your maths books, find, draw and label (L, W, H) rectangular prisms around your home.


Volume is how much space an object takes up. It includes solids, liquids and gases. Calculating Volume – remember V = L x W x H.

eg. L (5 cm) x W (2 cm) x H (3 cm) = 10 x 3 = 30 cm3

4. Complete the following activity:

In your maths books, calculate the volume of these rectangular prisms, then measure the rectangular prisms you found above and find their volume.

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Week 4 Day 4

WALT - Convert between kilograms and grams and between kilograms and tonnes. Day 5

WALT - Explain that objects with the same volume may be different shapes


To convert kilograms to grams x 1000 (3 jumps to the right) To convert grams to kilograms ÷ 1000 (3 jumps to the left) Converting tonnes to kilograms x 1000 (3 jumps to the right) Converting kilograms to tonnes / 1000 (3 jumps to the left)

2. Complete the following activities:


Different objects can have the same volume - the same way two different people can have the same height. The 2 shapes below each have a volume of 8cm3, but are different shapes. The next 2 shapes each have a volume of 64cm3, but are also different shapes. 2. Complete the following activity:

In your maths book, draw 4 different sized shapes, which have the same volume. If you have blocks you may also like to construct them!

Documents

Daily Learning Tasks: Purple Weeks 3 – 4€¦ · ‘All Children Should Have Pets!’ Week 4 ‘All Children Should Have to Learn a Second Language’ Access: Writing Enrichment