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Home Learning Pack for Year 3
Week beginning 4th May 2020 This pack does not need to be printed. Pupils can work through the pack using their
own pad/exercise book. Pupils can gain extra support by scanning the QR codes
throughout this pack with a supporting device such as a phone/ipad. Simply open
the camera from your chosen device and scan the code.
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(Bank holiday Monday)
Maths Day 1 Mental maths
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Day 1 Core Maths Names and properties of 2D shapes
Scan and view QR code above to help review names and properties of 2D shapes.
Some vocabulary for properties of 2D shapes: edge, corner or vertex (a point where 2 or more edges meet), straight or
curved lines. Remember to use the words above and what you heard on the video for the tasks below.
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Write the 2D shapes’ names from the word bank above when placing them in the different categories. This
task continues on the next page.
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Reading and Writing
Day 1 – Day 5: read a book of your choice every day for at least 10 minutes. Discuss
what you have read with someone in your household.
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Day 1 Literacy Adjectives
An adjective is a word that modifies a noun, that is, it gives more detail about a noun. This can be anything from colour
to size to temperature and personality. Copy the phrases below, selecting an appropriate adjective to insert in each
phrase.
*If the adjective starts with a vowel, you will need to change ‘a’ into ‘an’*
angry old beautiful tiny delicious fat cute heavy long fast dirty expensive kind
rotten ripe modern orange cotton scary tasty broken small colourful helpful tall
1) a _________ dog 2) a _________ cookie
3) a _________ tree 4) a _________ man
5) a _________ ant 6) a _________ car
7) a _________ t-shirt 8) a _________ mother
9) a _________ necklace 10) a _________ apple
11) a ________ computer 12) a _________ kitten
13) a ________ bag 14) the _______ sun
(Task continues on the next page)
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15) a ________ dress 16) a _______ snake
17) a ________ monster 18) a ________ cookie
19) a ________ toy 20) a ________ caterpillar
21) a ________ necklace 22) a ________ ring
23) a ________ pencil case 24) a _________ woman
25) a ________ pig 26) a ________ mango
For the next task write out each of the sentences (continues on the next page too) using an appropriate adjective from below.
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Day 1 Science Human teeth
Scan and view above QR code. You will see a quick recap on the different types of teeth and then the things we can do to keep our teeth
healthy and help stop the decay.
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Here are some of the key words used in the video: decay, plaque, thin film, germs, cavities, incisor, pre-molar, molar, canine,
floss, fluoride (found in toothpaste).
Now draw a poster with key information on what we need to do to keep teeth healthy and what to avoid to stop the decay
and formation of cavities (holes). Make it colourful…no need for too much text!
Here is an example.
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Day 2 Warm up maths!
Day 2 Core Maths Angles
Scan and view QR code for quick recap on right angles. Now quickly respond to the question below.
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Say whether these are a right angle or bigger/less than a right angle. You can use a corner of a sheet of paper to help you.
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Scan the above QR code to help you learn about the names of other types of angles measured in degrees and their
properties. Remember - right angle 90 degrees, acute angle less than 90 degrees and obtuse angle more than 90
degrees.
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Day 2 Literacy Read the text on the next page and then answer the questions in your book.
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Day 2 Science The digestive system
Stage 1 – Mouth and teeth
The first stage of the digestion process takes place inside the mouth. Food enters the body via the mouth, and is then chewed
up and swallowed using the teeth and tongue. Your incisors are thin and flat to cut food.
Humans only have four canines, which are sharp and pointy to hold and tear food. Animal carnivores (meat-eaters) have
prominent canines to kill and eat meat. Molars are the big teeth towards the back of your mouth. They are large and wide in
order to crush and grind food up.
Stage 2 – Oesophagus
After the food is swallowed, it travels down the oesophagus into the stomach. It’s a human’s food pipe.
Stage 3 – Stomach
Your food will stay in your stomach for about four hours, while it gets broken down into smaller and smaller pieces by strong
muscles and powerful juices.
Stage 4 – Small intestine
Now that your food is in a ‘liquidy’ state, it travels to the small intestine where it is broken down even more. This is where the
nutrients from your food are absorbed into your bloodstream!
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Stage 5 – Large intestine
Now, whatever’s left (waste) passes into your large intestine. Here, water is absorbed, which means the remains of your food
gets drier and drier until it becomes – you guessed it – poo!
Stage 6 – Rectum
After the intestines have finished absorbing all that they can from your food all that is left is waste. This waste (poo)
eventually travels to the rectum, where it stays until it is pushed out through the anus. This happens when you go to the toilet!
It is very important that we do get rid of this waste to stay healthy.
Try to sketch the outline of the diagram on the next page in your book and label the organs of the digestive system using the
picture above to help you.
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Day 3 Mental warm up!
Solve these additions with regrouping (exchanging/carry over) in your book using the column method.
Here is an example to remind you.
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Day 3 Core Maths
Classifying triangles according to their lengths
Scan and view above QR code to help you understand the different names of triangles according to their
side lengths.
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There is a diagram on the next page to remind you of the names and their properties. Then complete the
tasks on the next few pages.
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Day 3 Literacy Adverbs
Adverbs tells us a little more about a verb, an adjective and even another adverb!
When an adverb describes a verb, it usually tells us how, when, where, how often, and how much the ‘action’ is performed.
Here are some examples of adverbs telling us more about verbs and they answer questions about how, when, where, how
often and how much of an action.
How: He ran quickly. When: He ran yesterday. Where: He ran here. How often: He ran daily. How much: He ran fastest
Although many adverbs end in -ly, lots do not (e.g., fast, never, well, very, most, least, more, less, now, far, and there).
1) Let’s start with the task of identifying adverbs in sentences.
Write all the adverbs in each sentence.
1. Excitedly, Molly opened the present. She stopped briefly and looked inside.
2. Sadly, the cat got knocked down. Happily, it wasn’t badly hurt.
3. Slowly, the girl walked home from school. Hungrily, she ate her tea.
4. Quietly, the mouse scuttled into her hole and nibbled hungrily on the crumb of bread.
5. Angrily, the old man shouted at the boys as they rudely called him names.
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6. Cleverly, the children revised for their test. Happily, they all did well.
Complete the sentences below by choosing a word from the brackets
1) “I’ve just found the light switch,” Adam said ____________
(brightly, easily, happily)
2) “The wind is very strong,” Yasmine cried _______________
(anxiously, breezily, wearily)
3) “Let me stomp on that can,” Robert said ______________
(dreamily, crushingly, fearlessly)
4) “I need a drink of water,” Samuel said ________________
(eagerly, carefully, dryly)
5) “Look both ways before you cross the road,” James said _______________.
(sadly, excitedly, carefully)
6) “This apple isn’t ripe,” Eleanor said _____________.
(sourly, thankfully, hopefully)
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Task 2 - Use a suitable adverb from below to insert in each sentence when you copy them into your book.
excitedly slowly cruelly carefully brightly heavily sweetly quickly happily greedily
1. The snail crawled ___________ along the path.
2. The sun shone _______________ through the window.
3. The children in the choir sang ____________.
4. The twins played _____________ in the park.
5. The giant _____________ ate up all the cows in the field.
6. James ran ______________ and won the race.
7. The rain fell _______________ and we all got very wet.
8. You must play _______________ or someone will get hurt.
9. The witch _________________ turned Adam into a toad.
10. The dog ran _______________ after the ball.
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Day 3 Science The journey of food in the body
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Day 4 Maths Warm up!
Solve these subtraction sums with exchange using the column method. Don’t forget to exchange where necessary.
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Day 4 Core maths Classifying triangles by their angles
The QR code below will play a video that will quickly recap yesterday’s learning and build on it by
looking at classifying triangles also by their angles which was in Day 2 learning.
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Reminder: acute triangle, all angles are less than 90 degrees
obtuse triangle has an angle more than 90 degrees
right angle triangle has an angle of 90 degrees (Task continues on next page)
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Day 4 Literacy Apostrophe for contractions
The apostrophe in contractions takes the place of one or more letters. For example: I
am = I’m (apostrophe replacing one letter)
I cannot = can’t (apostrophe replacing two letters)
Use a suitable contractions from below when copying out the sentences in your book.
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Day 4
Can you write some of your own words using the code above? Ask an adult to try to decode them.