Download - Stage 2 Home Learning Year 3 Week 5
Stage 2 Home Learning – Year 3
❏ Complete the following learning activities over the week.
❏ Activities can be completed in your homework book or on Seesaw.
❏ Your teachers will be available for questions on Seesaw every day from 9:00am-11:00 and 2:00-3:00
❏ Be sure to create a safe, quiet learning space, free of distractions
❏ Remember to have regular breaks, drink water and eat some fruit/food
Term 3 Week 5 Year 3 Differentiated
Monday Tuesday Wednesday Thursday Friday
FAIR At Home – Always safe – use equipment carefully.
(I will make sure I use my device safely and follow the cyber safety rules).
Spelling We are learning the
phonemes: /oo/
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.
I can segment words
into phonemes.
Segment the first
5 words into phonemes.
Highlight all the words
in the story that make
the /oo/ sounds.
I can find words that
make the oo sound.
Pick 5 of your spelling
words and put
them into compound
sentences.
I can write
compound sentences
using conjunctions:
and
so
but
Doubling Rule
When a word ends with
a short vowel sound
and a
single consonant, doubl
e the consonant befor
e adding –ed or –ing.
Example:
tap – tapping
clap – clapped
Complete worksheet
below or on Seesaw.
Doubling Rule
When a word ends
with a short vowel
sound and a
single consonant, doub
le the consonant befo
re adding –ed or –ing.
Example:
win – winning
hop – hopped
Complete worksheet
below or on Seesaw.
GoNoodle / Brain break
Week 5
https://family.gonoodle.com/
Reading
Comprehension
The Gecko on the Teacher
Complete the worksheet below
or on Seesaw.
Adjectives
Complete the worksheet below
or on Seesaw.
Adjectives: write 3
adjectives to describe the
animals that went to Fairvale
(look at photos below)
Write the adjectives in your
book.
Log in everyday and read the book that has been set by
your teacher. It could be:
- A book to read
- A spelling activity
A comprehension activity
Writing
Learning from Home is
over but on your first day
of school a crocodile is
waiting at the front gate.
Write a narrative below
or on Seesaw.
Learning Intention We are learning
to write a text to engage an
audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences,
using the conjunctions but, so, and.
* I can use adjectives.
Where is Mr Pitt? A
snake has taken over his
office.
Write a narrative below
or on Seesaw.
Learning Intention We are learning
to write a text to engage an
audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences,
using the conjunctions but, so, and.
* I can use adjectives.
The bear has eaten all
the food from YUM Club!
How? Where did it come
from?
Write a narrative below
or on Seesaw.
Learning Intention We are learning
to write a text to engage an
audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences,
using the conjunctions but, so, and.
* I can use adjectives.
The panda is planning to
help the chickens escape.
Write a narrative below or
on Seesaw.
Learning Intention We are learning
to write a text to engage an
audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences,
using the conjunctions but, so, and.
* I can use adjectives.
.
You have a new student in
your class but it is a
kangaroo!
Write a narrative below
or on Seesaw.
Learning Intention We are learning
to write a text to engage an
audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences,
using the conjunctions but, so, and.
* I can use adjectives.
Crunch and sip
PDHPE Activity: Sock Shot Put: Roll a sock into a ball and throw it like a shot put. Challenge yourself to throw it
further everyday or even challenge a family member.
Numeracy Skip counting backwards
By 2, 3, 5 and 10
(Use the 100 chart below
to help you)
Learning Intention: We are
learning to represent and solve
problems involving division
using efficient mental and
written strategies.
Success Criteria:
* I can read word problems.
*I can use repeated
subtraction.
* I can use times tables to help
me check my answers.
Warm up - Practise
your 2,5,10 times table
Division Word
problems Complete the worksheet below
or on Seesaw.
Skip counting backwards
By 2, 3, 5 and 10
(Use the 100 chart below
to help you)
Learning Intention: We are
learning to represent and solve
problems involving division
using efficient mental and
written strategies.
Success Criteria:
* I can read word problems.
*I can use repeated
subtraction.
* I can use times tables to help
me check my answers.
Warm up- Practise
your 3,4 times tables
Division Word
problems Complete the worksheet below
or on Seesaw.
Skip counting backwards
By 2, 3, 5 and 10
(Use the 100 chart below
to help you)
Learning Intention: We are
learning to represent and solve
problems involving division
using efficient mental and
written strategies.
Success Criteria:
* I can read word problems.
*I can use repeated
subtraction.
* I can use times tables to help
me check my answers.
Warm up – Practise
recalling 2,3,4,5,10
times table facts
Linking time tables and
division. Complete the worksheet below
or on Seesaw.
Skip counting backwards
By 2, 3, 5 and 10
(Use the 100 chart below
to help you)
Learning Intention: We are
learning to convert between
units of time.
Success Criteria:
* I know facts when measuring
time
*I can explain the difference
between am and pm.
* I can name activities that are
done during am and pm.
Complete the worksheet
below or on Seesaw.
Skip counting backwards
By 2, 3, 5 and 10
(Use the 100 chart below
to help you)
Learning Intention: We are
learning to convert between
units of time.
Success Criteria:
* I know facts when measuring
time
*I can explain the difference
between am and pm.
* I can name activities that are
done during am and pm.
Complete the worksheet
below or on Seesaw.
Mathletics • Complete the activities your teacher has assigned for the week.
• Are you practising your number facts by competing in ‘Live’?
Break
PDHPE Activity: Statues! Play your favourite song and dance along. Have a sibling or parent pause the music at any time. You must
freeze and hold a pose for 5 seconds before the music plays again. Challenge: If you are playing with siblings or a parents, see who
to freeze the quickest!
Afternoon
Art
Draw your favourite
breakfast, cut it out and
stick it on a paper plate.
Make sure to
colour it in and
make it look
bright and
colourful!
History
Over time, places change not everything stays the same.
Look at the images of the 1950’s playground and the modern playground.
Write in the Venn diagram 3 things about each playground.
Health
In Term 2, Year 3
attended a Water Safety
Incursion where students
learnt about the
importance of staying safe
around water.
You need to design a
water safety poster using
all the information you
know about staying safe
around water.
Don’t forget to be
creative! Miss Berry will
pick the best Year 3
Poster for an award!
Science
Affecting Matter
Another way matter can be
affected is through Chemical
reactions (where the object is
mixed with something new),
such as, a dissolving tablet in
water.
Some chemical reactions are
often encouraged or made
easier when different
temperatures are introduced.
Watch the video (or use the
picture flow chart on the
sheet below) to explain how
you think the rock candy was
formed.
https://www.youtube.com/wat
ch?v=VpOU0Fo7QfU
STEM challenge
Paper chain
What is the longest
paper chain you can
make?
Using any paper you
have, cut out strips
and make a circle.
Join the circles to
make a chain.
Take a photo and
upload to Seesaw
Monday Spelling
Write your spelling words in your book or type them on
Seesaw.
Words Segment (chop) Your turn
food
food
boot
boot
drew
drew
true
drew
glue
glue
stopped
stopped
skipped
skipped
robbed
robbed
happened
happened
cancelled
cancelled
Tuesday - Spelling
Highlight all the words in the story that make the /oo/ sounds. The
letter combinations ‘oo’, ‘ue’ and ‘ew’ make the /oo/ sound.
Tom and the Balloon
Tom sat at the kitchen table drinking a cup of juice.
His mum asked, “Are you ready for Nana’s birthday
party?”
Tom said, “Do I have to go?”
“Thomas Ryan, do not argue!” replied his mum. Tom
knew his mum was serious. She only used his middle
name when she really meant business.
“Before we go, I need you to blow up some balloons,”
his mum ordered. Tom blew up five balloons until he
was out of breath. “ACHOO!” Tom sneezed.
“You must be allergic to all of these balloons” his mum
joked as she handed him a tissue.
Thursday Spelling
Friday Spelling
Monday – Comprehension: read and answer the questions
Tuesday – Adjectives
Week 5 writing explanation
Animals have invaded Fairvale!
This week you will be writing a narrative (story) every
day.
Use the following template to think about the
different parts when writing a narrative.
Tuesday – Changing adjectives into adverbs
Adjectives that describe a noun can easily become an adverb when the
sentence is rewritten so that the verb is being described instead.
For example: angry → angrily
The crocodile is an angry hunter.
The crocodile hunts angrily.
Your turn – rewrite the sentence by changing the adjective (in
blue) into an adverb (adding -ly).
• The crocodile is a quick swimmer.
________________________________________________
________________________________________________
• The crocodile is a quiet hunter.
________________________________________________
• The crocodile is a greedy eater.
________________________________________________
________________________________________________
Wednesday – Finding adverbs
Week 5 writing explanation
Animals have invaded Fairvale!
This week you will be writing a narrative (story) every
day.
Use the following template to think about the
different parts when writing a narrative.
Monday: Narrative writing:
Learning from Home is over but on your first day of
school a crocodile is waiting at the front gate.
Learning Intention: I can write a text to engage an audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences, using the conjunctions but, so, and.
* I am learning to write complex sentences with adverbs.
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Tuesday: Narrative writing:
Where is Mr Pitt? A snake has taken over his office.
Learning Intention: I can write a text to engage an audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences, using the conjunctions but, so, and.
* I am learning to write complex sentences with adverbs.
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Wednesday: Narrative writing:
The bear has eaten all the food from YUM Club!
How? Where did it come from?
Learning Intention: I can write a text to engage an audience.
Success Criteria:
* I can use simple sentences.
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* I can use compound sentences, using the conjunctions but, so, and.
* I am learning to write complex sentences with adverbs.
Thursday: Narrative writing:
The panda is planning to help the chickens escape.
Learning Intention: I can write a text to engage an audience.
Success Criteria:
* I can use simple sentences.
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* I can use compound sentences, using the conjunctions but, so, and.
* I am learning to write complex sentences with adverbs.
Friday: Narrative writing:
You have a new student in your class but it is a
kangaroo!
Learning Intention: I can write a text to engage an audience.
Success Criteria:
* I can use simple sentences.
* I can use compound sentences, using the conjunctions but, so, and.
* I am learning to write complex sentences with adverbs.
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Skip counting backwards by 2, 3, 5 and 10.
Monday Maths
1. I have 50c. All my coins are 10c pieces. How many
coins do I have?
_______________________________________________________
2. I look after 5 dogs. I have 30 biscuits to share
equally between them. How many biscuits can I give to
each dog?
_______________________________________________________
3. Adults can take 5 children each to the cinema in their
cars. If 40 children are going to the cinema, how many
cars are needed to take them?
_______________________________________________________
4. I plant 80 carrots, with 10 in each row. How many
rows of carrots do I plant?
_______________________________________________________
Tuesday Maths
1. I bake 50 buns. If I put 5 in each bag for my cake
stall, how many bags will I fill?
_______________________________________________________
2. I can see 20 eyes. How many people can I see?
_______________________________________________________
3. I can see 18 hands. How many people can I see?
_______________________________________________________
4. The whole school goes on a trip. There are 80 people
and 10 people can fit in a minibus. How many minibuses
will the school need to book?
_______________________________________________________
Wednesday Maths
Thursday Maths
1. How many seconds are there in a minute?
2. How many days are there in a week?
3. How many months are there in a year?
4. How many minutes are there in an hour?
5. How many hours are there in a day?
6. How many days are there in a year?
7. How many days are there in a leap year?
8. How many weeks are there in a year?
Extension
Time how long it takes you to:
1. Brush your teeth
2. Skip count by 2s to 24
3. Count by 5’s up to 100
Friday Maths
Tuesday History
Wednesday health
Thursday Science