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.

(Bank holiday Monday)

Maths Day 1 Mental maths

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.

Write the 2D shapes’ names from the word bank above when placing them in the different categories. This

task continues on the next page.

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.

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)

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.

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.

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.

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.

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.

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.

Day 2 Literacy Read the text on the next page and then answer the questions in your book.

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!

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.

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.

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.

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.

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.

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)

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.

Day 3 Science The journey of food in the body

Day 4 Maths Warm up!

Solve these subtraction sums with exchange using the column method. Don’t forget to exchange where necessary.

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.

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)

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.

Day 4

Can you write some of your own words using the code above? Ask an adult to try to decode them.