WEEK 10 Week 10 Learning at Home in Year 3

Monday Tuesday Wednesday Thursday Friday Reading

Read the text on Seesaw or

below.

Record yourself reading the

first page OR read to

someone in your family.

I can read aloud with

expression and taking note of

punctuation.

Reading Read the text on Seesaw,

applying the feedback your

teacher or family member

gave you.

Record yourself reading the

first page.

I can read aloud with

expression and taking note of

punctuation.

Reading Answer the comprehension

questions on Seesaw or the

questions at the end of your

story below.

I can find specific

information in texts to answer

questions.

Reading Record yourself retelling the

story.

Who are the characters?

Where is the story set?

How does the story start?

What is the problem and

events?

How does the story end?

I can accurately retell a text,

including most relevant details.

Spelling

This week, we are learning the

phoneme: /oy/

Write your spelling words in

your book or type them on

Seesaw.

Then segment the first 5

words into phonemes.

I can segment words into

phonemes.

Spelling

Highlight all the words in

the story that make the

/oy/ sound.

I can find words that make

the /oy/ sound.

Spelling Pick 5 of your spelling words

and put them into compound

sentences.

I can write compound

sentences using conjunctions

- and

- so

- but

- because

Spelling Today’s worksheet is on the

phoneme /oy/

Complete worksheet below or

on Seesaw.

Learning at Home in Year 3 Monday 13th September – Friday 17th September

Week 10 WEEK 10

Grammar/Writing

Poetry – Diamante

Learning Intentions: We

are learning to entertain

through our imagination.

Success Criteria:

I can write a diamante

I can follow the structure

I can choose interesting

words

An acrostic poem is a poem

with 7 lines with the

following structure. It

contrasts 2 topics eg.

winter and summer

Example:

Grammar/Writing

Poetry – Haiku




Success Criteria:

I can write a Haiku



words

An Haiku poem is a funny

poem with 5 lines. It

rhymes and has a AABBA

rhyme.

Examples:

Grammar/Writing

Poetry – alliteration




Success Criteria:

I can write alliteration


I can choose words with

the same beginning sound

An alliteration poem is has

repeating sounds at the

beginning of most words.

Example:

Grammar/Writing

Poetry – List poem




Success Criteria:

I can write a list poem

I can describe a topic


words

An list poem describes what

the poet is observing.

Choose a spot (garden,

bedroom, kitchen) and write

a list poem.

Example:

Break

Mathematics: Warm up How many?

Complete on Seesaw/below.

Explain how you got your

answer.




answer.




answer.

Mathematics: Warm up What could it be?



answer.

Mathematics:

Multiplication

Learning Intention: – We are

learning to use mental

strategies to multiply a one-

digit number by a multiple of

10 e.g. 5 x 20

Success Criteria:

I can use place value concepts

e.g. 3 x 20: 3 x 2 tens = 6 tens = 60

I can use repeated addition

e.g. 3 x 20: 20 + 20 + 20 = 60

when solving multiplication

problems

I can factorise the multiples

of 10 e.g. 3x 20: 3 x 2 x 10 = 60

Multiplying Multiples of 10

By a Single Digit Number

Complete the worksheet below

or on Seesaw.

Mathematics:

Multiplication





10 e.g. 5 x 20

Success Criteria:


e.g. 3 x 20: 3 x 2 tens = 6 tens = 60


e.g. 3 x 20: 20 + 20 + 20 = 60


problems


of 10 e.g. 3x 20: 3 x 2 x 10 = 60

Introducing Multiplication –

Multiplying Numbers By 10


or on Seesaw.

Mathematics:

Multiplication





10 e.g. 5 x 20

Success Criteria:


e.g. 3 x 20: 3 x 2 tens = 6 tens = 60


e.g. 3 x 20: 20 + 20 + 20 = 60


problems


of 10 e.g. 3x 20: 3 x 2 x 10 = 60

Factorising Strategy

Worksheet


or on Seesaw.

Mathematics:

Multiplication





10 e.g. 5 x 20

Success Criteria:


e.g. 3 x 20: 3 x 2 tens = 6 tens = 60


e.g. 3 x 20: 20 + 20 + 20 = 60


problems


of 10 e.g. 3x 20: 3 x 2 x 10 = 60

Choose Your Strategy

Worksheet


or on Seesaw.

Mathletics task Mathletics task Mathletics task Mathletics task

Break

Art

Illustrate each of your

poems for this week.

Make them colourful,

detailed and very appealing.

History

Choose a special day and using

the organiser worksheet,

prepare a report on it.

You could choose one of the

national days in Australia for

example Australia Day, Anzac

Day or Queens Birthday, or a

day that is important in your

community.

Health

-What is risk? Define.

-What is the difference

between high and low risk?

-Brainstorm and identify what

are high/low risk activities?

-Discuss how engaging in risk-

taking behaviour might affect

the safety of self and others.

-Why do we have the FAIR

rules? What are the FAIR

rules?

Draw a picture to support

your answer.

STEM Challenge

Free choice.

Monday Spelling Tuesday Spelling

Write your spelling words in your book or type them on Seesaw. Only write

the words for the spelling group you belong to in class.

For example, if I am in Group 1 in class, then I only write Group 1’s words.

Group 1 Group 2 Group 3

boy

toy

oil

coin

boil

enjoy

ploy

loyal

noise

choice

oyster

destroy

voyage

moisture

poison

After you finish writing your spelling words, segment the first 5 words into

phonemes.

Highlight all the words in the story that make the /oy/ sounds.

These letter combinations make the /oy/ sound:

‘Oi, Oi, That’s My Toy!’ by Ray Floyd

I once knew a boy who’s name was Leroy

Sad to say, he was a mean, selfish boy

His friend Troy came over, but oh what a noise

Leroy would make, if Troy touched his toys

‘Oi, oi, that’s my toy!’ he’d make such a scene

If Troy tried to play with his car or machine

His mum was upset, she needed a ploy

If I don’t do something, I’ll spoilt that boy

So his mum decided to try something new

She’d invited all the boys in the neighbourhood to

A play date where she would share Leroy’s toys

For each boy to ride on or play with, enjoy

Thursday Spelling

Monday Writing Tuesday Writing

Wednesday Writing Thursday Writing

List poetry

Monday Maths Tuesday Maths

Instructions: Look at the examples below to understand how to show your

working out.

Multiplication is repeated addition e.g 3 x 10 = 10 + 10 + 10.

Examples:

1. 30 x 2 = 30 + 30 = 60

2. 90 x 3 = 90 + 90 + 90 = 270

Multiplying Multiples of 10 By a Single Digit Number Worksheet

Extension

At Taronga Zoo, I could see 60 legs out in the paddock. What animals could

there be?

Instructions: Use the worksheet below to understand how to multiply any number

by 10.

Extension

At Joe’s Car Expo, he has a range of motor bikes and luxury cars. I saw 70

wheels drive out. What did I see?

Wednesday Maths Thursday Maths

Instructions: Read the factorising strategy below and then apply it when solving

the following questions.

Another strategy you can use when multiplying by multiples of 10 is factorising.

Examples of factorising are:

1. 3 x 20 =

Break the numbers up into 3, 2 and 10

First you do 2 x 3 = 6

Then you do 6 x 10 = 60

2. 7 x 40=

Break the numbers up into 7, 4, and 10

First you do 7 x 4 = 28

Then you do 28 x 10 = 280

Complete the following questions using the strategy above.

Factorising Strategy Worksheet

Extension

At the Pet Expo, there were crowds of people and pets. I saw 90 legs. How

many people and pets did I see?

Instructions: Complete the following questions using the strategy of your choice,

you can use either repeated addition, place value concepts or multiples of 10.

Choose Your Strategy Worksheet

Extension

Johnny had a variety of shapes inside a box. What could the combination of

shapes be if the total sides were:

a) 22 sides

c) 48 sides

Hint – You can use the same shape more than once.

Monday Art Tuesday History

Wednesday Health Thursday STEM

1. What is risk? Define.

______________________________________________________________

______________________________________________________________

2. What is the difference between high and low risk? ______________________________________________________________

______________________________________________________________

______________________________________________________________

3. Brainstorm and identify what are high/low risk activities? ______________________________________________________________

______________________________________________________________

______________________________________________________________

4. Discuss how engaging in risk-taking behaviour might affect the safety of self

and others.

______________________________________________________________

______________________________________________________________

5. Why do we have the FAIR rule? What are the FAIR rules?

______________________________________________________________

______________________________________________________________

______________________________________________________________

Documents

WEEK 10 Week 10 Learning at Home in Year 3