Year 3 Home Learning

Week Beginning 6th July

English

Daily Deliberate Practice

1) Reading (on your own or to an adult). Don’t forget to record your reading in your reading log. You can always share what you have read with us on Purple Mash – keep earning those reading at home dojos!

2) Practise spellings on Spelling Shed. We are going to be updating the assignment every Monday for you to work on throughout the week. You might also like to practise the Year 3 and 4 common exception words which can be found in your reading log using many of the strategies you have learnt, for example, rainbow letters and pyramid words (these can be found in your home learning books).

Activity

We would like you to watch the following video:

https://www.literacyshed.com/takingflight.html#

Now write about one of the adventures Tony and Grandpa have together; this could be when they explored the jungle or when the aliens invaded. If you would like to, you could use your imagination to create your own adventure. Tony and his Grandpa could swim with sharks, climb a mountain or travel back in time to when dinosaurs roamed the planet!

When writing your paragraph we would like you to use the different story writing techniques learnt during the Rainforest story unit.

Pause every now and again and see if you have included:

Expanded noun phrases

Adverbs such as nervously, cautiously, chaotically or energetically

A range of sentence lengths

Different sentence starters

Conjunctions to join your ideas such as whilst, so, yet

Synonyms – alternative words for words such as ‘big’, ‘walk’ and ‘nice’

DT

During the summer term our focus is on healthy foods, especially fruits and vegetables. We think about sustainability as well as seasonality of different foods whilst reminding ourselves of your Year 2 project when you looked at food miles and made fruit salads!

Last week, with the help of an adult, you practised skills which included grating, dicing, slicing and peeling.

We would now like you to use your skills to follow a recipe and create something which is healthy and delicious! You may find these websites useful as they include lots of yummy recipes some of which don’t need to be cooked.

https://www.forkly.com/food/7-easy-recipes-that-make-fruit-veggies-fun-for-kids/

https://www.bbc.co.uk/food/collections/healthy_recipes_for_kids

https://www.bbcgoodfood.com/recipes/collection/no-cook-kids

Please send us a photograph or draw a picture of your final product.

Want to know more?

https://www.bbc.co.uk/bitesize/topics/zrffr82/articles/zppvv4j

https://www.bbc.co.uk/bitesize/topics/z4d82hv/resources/1

Science

MagnetsThis week, we are going to be revising what we previously learnt about magnets in the Spring term at school.

Activity 1: What do we already know about magnets? What do you already know about magnets? Present what you know in the form of a list or a mind map. Don't be tempted to research!

Activity 2: To begin with, explore the following pages:https://www.bbc.co.uk/bitesize/topics/zyttyrd/articles/zpvcrdmhttps://www.theschoolrun.com/what-are-magnets

Activity 3:Watch the following clip:https://www.bbc.co.uk/bitesize/clips/zk9rkqt

1. What are the names of a magnet’s two poles?

2. What happens when the opposite poles of 2 magnets come close together? Draw a diagram to accompany your explanation.

3. When do magnets push away from each other? Draw a diagram to accompany your explanation.

4. Write a definition for the words attract and repel.

Ring Magnet Challenge! Watch the following video clip. Can you use your knowledge of magnets and forces to explain what is happening? https://www.youtube.com/watch?v=BzRqHcjqXYs

Maths

Daily Deliberate PracticeFor each school day aim to spend at least 20 minutes practising your times tables. This could be

using Times Tables Rockstars or one of the games on https://www.timestables.co.uk.

Weekly LearningProblem Solving

First, watch these two videos about how bar models can help us think through a problem and help us to identify that division can be used to solve it.

https://www.youtube.com/watch?v=uc-_qe8sirA (Watch from 4 min 50 sec until 16 min 20 sec)

https://www.youtube.com/watch?v=4pfvel6TtEY (Watch from 5 min 14 sec until 10 min 18 sec)

Activity OneDivision is the inverse (opposite) of multiplication. When you divide, you are grouping or sharing the whole number into equal parts. As shown in the videos, this can be represented with a bar model:

Grace has 18 lollies. She wants to share them equally into 6 party bags for her friends. How many lollies will go into each party bag?

Now, look at the bar models below. For each bar model, write a division word problem that it could represent. You may like to use the example above to help you. Remember to look at how many equal parts the whole has been divided into.

The whole number is 18(18 lollies)

There are 6 equal parts(6 party bags)

The value of each part is unknown (how many lollies in each bag)

This week we’d like you to continue to focus on using drawings and the bar model to represent word problems. Again, you may also find that acting out each problem might help you to think about what is happening before you do any jottings. This week our questions will focus on division.

This bar model shows:

18 6 = ?

Activity TwoLook at the questions below. Make a bar model for each of these problems and note down whether you think it is a multiplication, division, addition or subtraction problem. You don’t need to solve them. Here are some examples:

Challenge 1

The following problems can be solved by using the calculation 8 ÷ 2. True or false?

There are 2 bags of bread rolls that have 8 rolls in each bag. How many rolls are there altogether?

A boat holds 2 people. How many boats are needed for 8 people?

I have 8 pencils and give 2 pencils to each person. How many people receive pencils?

I have 8 pencils and give 2 away. How many do I have left?

Explain your answers, using a bar model to represent your thinking.

Challenge 2

Lottie is counting the number of legs in her house. People and cats live in Lottie’s house. People have 2 legs; cats have 4 legs.

If there are 26 legs altogether, how many cats and people might there be?

Explain your answer, using a bar model to represent your thinking.

Want more maths? Try These!

Have a look at this selection of games and activities:https://www.bbc.co.uk/teach/supermovers/times-table-

collection/z4vv6v4

http://www.crickweb.co.uk/ks2numeracy-division.html

https://plprimarystars.com/for-families/play-game

1) Joe is planting bulbs. She has 56 bulbs altogether. She plants them out into 8 rows, how many bulbs will be in each row?

2) Amy has a toy car measuring 9cm. Aisha has a toy train that is 7 times as long as the car. How long is the train?

3) Henry has read 348 pages of a 502 page book. How many pages does he have left?

4) Birthday cards come in packs of 4. How many packs will I need to buy to get 32 cards?

5) At a football match, there were 275 Southampton spectators and 259 Bournemouth spectators. How many spectators were there altogether?

6) Charlotte has 48 sunflower seeds and 6 plant pots. If she share the seeds out equally between the pots, how many will there be in each?

7) Three judges award 27 points overall. They each give the same score. What score did they each give?