name: spelling stage 3 term 2 week 4 - hammondville · term 2 week 4 spelling rule: when a word...

Name: __________ Spelling Stage 3

Term 2 Week 4

Spelling Rule: When a word ends in –ic, add –al before adding -ly

Adding the suffix –ic to a word will normally change a noun to an adjective. Adding –ly to

this word will normally change it to an adverb. It is describing a verb.

Examples:

* magic + al + ly = magically

Sentence = She magically appeared out of nowhere.

Analysis = magically describes how she appeared so it is an adverb.

* drastic + al + ly = drastically

Sentence = His life changed drastically after moving overseas.

Analysis = drastically describes how his life changed so it is an adverb.

* frantic + al + ly = frantically

Sentence = She frantically packed her things for the forgotten appointment.

Analysis = frantically describes how she packed her bag so it is an adverb.

* acoustic + al + ly = acoustically

Sentence = The band played their hit song acoustically.

Analysis = acoustically describes how the song was played so it is an adverb.

* enthusiastic + al + ly = enthusiastically

Sentence = I enthusiastically played the game with my friends.

Analysis = enthusiastically describes how the person played the game so it is an adverb.

Write as many words that follow the rule of the week.

Stage 3 Term 2 Week 4


Write the correct spelling of the words.

Monday basically or basicly ____________

tragically or tragicly ____________

technicly or technically ____________

majesticly or majestically ____________

energetically or energeticly ____________

Tuesday comicly or comically ____________

critically or criticly ____________

drastically or drasticly ____________

acousticly or acoustically ____________

automatically or automaticly ____________

Wednesday musically or musicly ____________

physicly or physically ____________

erraticly or erratically ____________

romantically or romanticly ____________

enthusiastically or enthusiasticly ____________

Thursday heroicly or heroically ____________

politicly or politically ____________

specificly or specifically ____________

domestically or domesticly ____________

mechanically or mechanicly ____________



Choose a word that follows the rule of the week and complete the following based on this

word.

Word of the Week: ____________

Part of speech: ____________

Synonym: ____________ Antonym: ____________

Minus a Morphograph: ____________

Dictionary meaning:

______________________________________________________

______________________________________________________

Sentence:

______________________________________________________

______________________________________________________

Picture:

Name __________________________ Date____________ I can distinguish my own point of view from that of the characters in the text.

Think about the Wolf in the True Story of the Three Little Pigs. What is his point of view? How is his point of view similar or different to yours? How is his point of view similar or different than the pigs’? Wolf’s Point of View My Point of View The Point of View

of the 3 Pigs!

Name: __________ Times Tables

Week 4 Monday

x2, x4, x5, x10 x3, x6, x9 x7, x8, x11, x12

6 x 10 = _____ 11 x 3 = _____ 6 x 12 = _____

4 x 4 = _____ 3 x 3 = _____ 9 x 7 = _____

11 x 5 = _____ 8 x 9 = _____ 9 x 8 = _____

2 x 2 = _____ 12 x 3 = _____ 10 x 12 = _____

3 x 5 = _____ 7 x 6 = _____ 8 x 7 = _____

10 x 4 = _____ 4 x 9 = _____ 8 x 11 = _____

2 x 10 = _____ 4 x 3 = _____ 12 x 11 = _____

6 x 4 = _____ 12 x 9 = _____ 8 x 8 = _____

9 x 5 = _____ 11 x 6 = _____ 9 x 12 = _____

9 x 2 = _____ 3 x 6 = _____ 11 x 7 = _____

12 x 10 = _____ 6 x 9 = _____ 6 x 11 = _____

4 x 5 = _____ 8 x 6 = _____ 7 x 8 = _____

3 x 4 = _____ 9 x 9 = _____ 9 x 11 = _____

7 x 5 = _____ 6 x 3 = _____ 7 x 12 = _____

4 x 10 = _____ 2 x 9 = _____ 11 x 8 = _____

8 x 4 = _____ 4 x 6 = _____ 6 x 7 = _____

12 x 4 = _____ 9 x 3 = _____ 11 x 11 = _____

3 x 2 = _____ 9 x 6 = _____ 11 x 12 = _____

2 x 4 = _____ 7 x 9 = _____ 12 x 7 = _____

5 x 2 = _____ 7 x 3 = _____ 7 x 11 = _____

8 x 10 = _____ 3 x 9 = _____ 12 x 8 = _____

7 x 2 = _____ 6 x 6 = _____ 8 x 12 = _____

5 x 5 = _____ 12 x 6 = _____ 6 x 8 = _____

11 x 2 = _____ 11 x 9 = _____ 7 x 7 = _____

10 x 10 = _____ 8 x 3 = _____ 12 x 12 = _____

Score: _____

Name: __________ Mental Computation Addition

Week 4 Monday

Learning goal: I can use mental computation strategies to solve addition problems. The strategies I could use are: jump, split or compensation.

28 + 49 = ______ 41 + 82 = ______

39 + 11 = ______ 69 + 43 = ______

89 + 22 = ______ 21 + 38 = ______

33 + 88 = ______ 88 + 59 = ______

81 + 19 = ______ 53 + 42 = ______

13 + 76 = ______ 45 + 66 = ______

68 + 37 = ______ 17 + 48 = ______

16 + 87 = ______ 40 + 60 = ______

18 + 97 = ______ 73 + 91 = ______

55 + 83 = ______ 81 + 37 = ______

32 + 64 = ______ 86 + 50 = ______

74 + 38 = ______ 54 + 89 = ______

24 + 59 = ______ 31 + 17 = ______

57 + 28 = ______ 66 + 32 = ______

95 + 66 = ______ 58 + 44 = ______ Time: _____ Score: _____ /30

Name: __________ Rounding Off Week 4 Monday

Use the number lines provided to show that you understand the concept of rounding off numbers. You will need to fill out the benchmark numbers on either side of the number line as well as the middle point between these two numbers. Then place the number where it would approximately appear on the number line. Example: 56 728 to the nearest thousand = 57 000

56 000 56 500 56 728 57 000

a. 616 to the nearest hundred = __________

_______ _______ _______

b. 752 to the nearest ten = __________

_______ _______ _______

c. 7690 to the nearest thousand = __________

_______ _______ _______

d. 4325 to the nearest hundred = __________

_______ _______ _______

e. 27 512 to the nearest tens of thousands = __________

_______ _______ _______

f. 51 711 to the nearest thousand = __________

_______ _______ _______

g. 445 582 to the nearest hundreds of thousands = __________

_______ _______ _______

h. 770 127 to the nearest tens of thousands = __________

_______ _______ _______

i. 1 736 143 to the nearest million = __________

_______ _______ _______

j. 5 387 595 to the nearest hundreds of thousands = __________

_______ _______ _______

Score: ____/10

SERIES TOPIC

9GCopyright © 3P Learning

Reading and Understanding Whole Numbers 2

Sarah had $10 in her bank account. What would the balance be if she:

a b c d e f g

What is the temperature showing on each thermometer in °C (degrees Celsius)?

Negative numbers are numbers with a value less than zero.Negative numbers always have a minus sign before them.

Negative numbers are used when we measure temperature and in transactions with money. When we are in debt, we have a negative balance. This means we owe money.

Types of numbers – negative numbers

1

2

–10 1–9 2–5 6–7 4–3 8–8 3–4 7–6 5–2 9–1 100

a Withdrew $15? ____________

c Deposited $5? ____________

e Withdrew $20? ____________

g Deposited $7? ____________

b Withdrew $9? ____________

d Deposited $2? ____________

f Withdrew $12? ____________

h Withdrew $25? ____________

h On Wednesday morning the thermometer reads –4 °C. One hour later it is 3 °C colder.

The new temperature is

i On Thursday morning the thermometer reads –9 °C. One hour later it is 4 °C warmer.

The new temperature is

1

Unit 2 Democracy and Citizenship Lesson 4 Children’s Rights

Year 5 / 6 History Australia as a Nation © Inquisitive Pty Ltd.

Do children need to have rights? Look at the image from the Methodist Babies Home,

Melbourne circa 1929, Museums Victoria Collection.

Work with your class or group to analyse the source.

1

a Physica l Descrip t ion (what does i t look l ike?)

b Audience (who do you think i t was intended for?)

c What do you think i ts purpose was?

d How does the au thor t ry to get the message across?

e How are the words framed?

f What type of language is used? E.g . fr iend ly , persuasive , off ic ia l .

g What words make you think that?

h What word stands ou t the most?

i What visua l techniques e.g . word posi t ion , font s ize , punct uat ion have been used to make the word standou t?

Using the information you obtained by analysing the sign, write a summary of how babies were cared for in Babies Homes in the early 20th century.

2

Origin of the source: Methodist Babies Home, Melbourne circa 1929

2



In the early years of the 20th century babies and children did not have any rights. In fact, the view of most western societies was that “children should be seen but not heard”. It wasn’t until 1990 that Australia agreed to the International Convention on the Rights of the Child (CRC). This means that today, Australia has a duty to make sure all children in Australia have access to their rights.

What rights do you think children should have? Write them below or write them on sticky notes and then stick on the board.

Share your list of rights with your partner, group or class. Choose five rights and write them below.

Use the web link to look at the Australian Human Rights Commission’s poster of Children’s Rights.

a Compare your group’s list of Children’s Rights with the Australian Human Rights Commission’s list in the Venn Diagram.

b Discuss the similarities and differences with your partner or group.

3

4

5

6



Alphabetical Order

lyrically melodically rhythmically enthusiastically illogically

specifically idiotically optically genetically symbolically

ethnically specifically clinically fanatically economically

skeptically frantically comically physically stoically

First five words in

alphabetical order from A

First five words in

alphabetical order from M

1. ____________ 1. ____________

2. ____________ 2. ____________

3. ____________ 3. ____________

4. ____________ 4. ____________

5. ____________ 5. ____________

Book Covers

Make two fictional book titles that include a word that follows the rule of the week to

show your understanding of the chosen word. Design the book covers for these titles.

Remember to capitalise the first letter of each word in the title.

Title: _______________________ Title: _______________________

Name: ______________________________________________________ Period: _________ Date: ______________

Similes and Metaphors Can you tell the difference between a simile and a metaphor? An easy way to remember

how to tell the difference is to think of the word “similar” when you think of similes.

Similes use the word like or as to describe things because they are saying that the subject is

like or as something. In other words, the subject is similar to something else. Metaphors

say the subject is something else.

For example: Jill is like a diamond in the rough. (Simile)

Jill is a jewel. (Metaphor)

In the sentences below, write the word “simile” or “metaphor” after the sentence. Circle the

word that lets you know if it is a simile or a metaphor.

That dot is as big as a horse!

Jenny is as quiet as a mouse.

That man is over the hill.

Steve turned as white as a ghost when his father caught him!

That car is a boat!

Her singing sounds like a cat dying.

His shoes are skis!

It’s as hot as an oven in here.

My room is a hazardous zone!

She is as sharp as a tack.

See if you can create a simile and a metaphor of your own:

Similes Worksheet

A simile is a figure of speech in which two unlike things are compared using the words like

or as. Complete each of the similes below.

The little girl is as light as a _____________________________________________________________.

Jenny was so pretty, she was like a ______________________________________________________.

The house was so small it looked like a __________________________________________________.

If my rabbit keeps eating so much he is going to be as big as a ____________________________.

When my mom saw how messy my room was, she turned as white as a ____________________.

That pool is as small as a ________________________________________________________________.

That teacher is as nice as an _____________________________________________________________.

The barn is as red as an _________________________________________________________________.

She’s as smart as a ______________________________________________________________________.

This room is as cold as a ________________________________________________________________.

Think of some common phrases you hear. Can you list three similes of your own? Have

fun with them and make some up!

1.

2.

3.


Week 4 Tuesday

x2, x4, x5, x10 x3, x6, x9 x7, x8, x11, x12

3 x 10 = _____ 6 x 3 = _____ 11 x 7 = _____

4 x 4 = _____ 12 x 9 = _____ 12 x 12 = _____

10 x 5 = _____ 12 x 6 = _____ 9 x 11 = _____

6 x 2 = _____ 11 x 3 = _____ 6 x 8 = _____

11 x 10 = _____ 8 x 9 = _____ 11 x 12 = _____

12 x 2 = _____ 7 x 3 = _____ 9 x 12 = _____

2 x 5 = _____ 3 x 9 = _____ 7 x 7 = _____

8 x 5 = _____ 11 x 6 = _____ 8 x 12 = _____

3 x 4 = _____ 12 x 3 = _____ 8 x 8 = _____

12 x 5 = _____ 7 x 9 = _____ 12 x 8 = _____

9 x 4 = _____ 4 x 3 = _____ 8 x 11 = _____

2 x 2 = _____ 6 x 6 = _____ 8 x 7 = _____

11 x 4 = _____ 9 x 9 = _____ 9 x 8 = _____

6 x 5 = _____ 9 x 3 = _____ 6 x 11 = _____

10 x 2 = _____ 4 x 9 = _____ 12 x 7 = _____

7 x 10 = _____ 4 x 6 = _____ 11 x 11 = _____

5 x 4 = _____ 9 x 6 = _____ 6 x 7 = _____

10 x 10 = _____ 8 x 3 = _____ 6 x 12 = _____

4 x 2 = _____ 11 x 9 = _____ 7 x 11 = _____

5 x 10 = _____ 3 x 6 = _____ 7 x 8 = _____

4 x 5 = _____ 7 x 6 = _____ 12 x 11 = _____

7 x 4 = _____ 6 x 9 = _____ 9 x 7 = _____

9 x 10 = _____ 3 x 3 = _____ 10 x 12 = _____

8 x 2 = _____ 2 x 9 = _____ 11 x 8 = _____

5 x 5 = _____ 8 x 6 = _____ 7 x 12 = _____

Score: _____

Name: __________ Mental Computation Subtraction

Week 4 Tuesday

Learning goal: I can use mental computation strategies to solve subtraction problems.

100 - 85 = _______ 68 - 56 = _______

100 - 50 = _______ 94 - 20 = _______

100 - 98 = _______ 71 - 17 = _______

100 - 61 = _______ 52 - 48 = _______

100 - 24 = _______ 81 - 56 = _______

100 - 37 = _______ 67 - 32 = _______

100 - 6 = _______ 72 - 24 = _______

100 - 79 = _______ 92 - 15 = _______

100 - 43 = _______ 57 - 31 = _______

100 - 12 = _______ 85 - 48 = _______

100 - 83 = _______ 60 - 9 = _______

100 – 68 = _______ 77 - 24 = _______

100 - 11 = _______ 99 - 45 = _______

100 - 47 = _______ 50 - 39 = _______

100 - 76 = _______ 86 - 13 = _______

Time: _____ Score: _____ /30

Rapunzel PlayPerformanceSelf-Evaluation

Yes NoDidIspeakclearly? DidIuseexpression? DidIspeakatthecorrectspeed? DidIusefacialexpressions?(notforpuppets/masks) DidIusemovement? Wasmyperformanceengagingandentertaining? Weremycostumes(orpuppetsormasks)visuallyappealing?

WhatdidIdowellinmyperformance?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

WhatcouldIhavedonetoimprovemyperformance?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

WhatdidIenjoymost?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



Contractions

he will = ____________ that would = ____________

you had = ____________ can not = ____________

they have = ____________ what will = ____________

why is = ____________ you have = ____________

we are = ____________ there has = ____________

Homophones – weather or whether

You need to complete this task ____________ you want to or not.

The ____________ was starting to turn cloudy and windy so we took our jackets with us.

He didn’t know ____________ he wanted the chocolate or the caramel ice cream.

We could not ____________ the storm any longer.

Homophones – creak or creek

They decided to stop by the ____________ for lunch.

The ____________ of the wooden floorboards woke the sleeping baby.

Turning the axle of the wheel made a loud ____________.

The children decided to cool off by swimming in the ____________.

Detective’s Clues

Write three clues about a word that follows the rule of the week. Ask a friend to guess

the word from your clues.

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

word = ____________

make your own worksheets online @ wwwwww..aattoozztteeaacchheerrssttuuffff..ccoomm

name:_______________________________ date:_____________

WWoorrddss eennddiinngg iinn iiccaallllyyt o d p d x

f e s p t g g a y i z qr l g y z t r g q r x w d y d i t kq n l g v x i h u e h h b g x l y so q z l j e c c y v t q h p u l v m p dv c b k n y r z a t z w o k y r y e i fg q y e u k z y q l h j j c y n q x c a x g

y l l a c i r y l l m s b l v i n i j j t qz p c m e p q r m y i l e f t f g g u h

o o o c i x i j a c i q i r tq b d e c b l a c

j p g i f i w l c a l u jw c j o f t g o p l g y l q o

z o c p t m e m g i l m k z o y x t zj j a i i i n r i s y m b o l i c a l l ya t y c k e t c r t b z j g m l c q r t s

v e u a j g g a w n n c u n r o t q g x c m kx g l q j k l k w n b y s k g u z s t v fw l f f q l a y n q g b l k e v e p z u uy g t g y z g b p k p e v g o s o i bl u t r e z c j j q l k x b v l x

o n x t q w i i s z f m uk d n a p b u b k

q j xs j a

lyricallyrhythmicallyillogicallyspecificallyidioticallyopticallygeneticallysymbolically

Metaphors Worksheet

A metaphor is a figure of speech in which two unlike things are compared without the use

of like or as. A metaphor takes the form of a direct statement (or direct comparison).

For example: Dad is a bear today. Metaphors are often defined by their use of the word is,

as compared to similes which use the words like or as. Metaphors must share common

ground. In the example, “Dad is a bear today,” the common ground is grouchiness. Review

the metaphors below. After each metaphor, write the common ground that the two objects

share.

Jerry has a green thumb to make his plants grow well. ____________________________________

Mom is a bear in the mornings. ___________________________________________________________

He is such an angel! ______________________________________________________________________

Mrs. Java is a dragon with her coffee breath! ______________________________________________

Can you come up with metaphors of your own and explain the meaning of them? Write

your metaphors in the spaces below:

1.

2.

3.


Week 4 Wednesday

x2, x4, x5, x10 x3, x6, x9 x7, x8, x11, x12

4 x 5 = _____ 6 x 9 = _____ 6 x 11 = _____

8 x 4 = _____ 9 x 3 = _____ 8 x 7 = _____

8 x 10 = _____ 12 x 3 = _____ 11 x 12 = _____

12 x 4 = _____ 12 x 9 = _____ 9 x 8 = _____

9 x 2 = _____ 3 x 3 = _____ 7 x 12 = _____

6 x 4 = _____ 3 x 6 = _____ 8 x 8 = _____

6 x 10 = _____ 8 x 6 = _____ 7 x 11 = _____

10 x 4 = _____ 2 x 9 = _____ 12 x 7 = _____

3 x 5 = _____ 7 x 3 = _____ 10 x 12 = _____

2 x 2 = _____ 12 x 6 = _____ 11 x 11 = _____

10 x 10 = _____ 7 x 9 = _____ 6 x 7 = _____

7 x 2 = _____ 11 x 3 = _____ 6 x 12 = _____

5 x 5 = _____ 11 x 9 = _____ 11 x 8 = _____

2 x 10 = _____ 7 x 6 = _____ 9 x 11 = _____

11 x 2 = _____ 3 x 9 = _____ 9 x 7 = _____

11 x 5 = _____ 9 x 6 = _____ 12 x 12 = _____

4 x 4 = _____ 4 x 6 = _____ 7 x 7 = _____

12 x 10 = _____ 4 x 3 = _____ 12 x 8 = _____

7 x 5 = _____ 8 x 9 = _____ 8 x 12 = _____

3 x 2 = _____ 8 x 3 = _____ 7 x 8 = _____

4 x 10 = _____ 6 x 3 = _____ 8 x 11 = _____

2 x 4 = _____ 4 x 9 = _____ 11 x 7 = _____

5 x 2 = _____ 6 x 6 = _____ 12 x 11 = _____

9 x 5 = _____ 9 x 9 = _____ 9 x 12 = _____

3 x 4 = _____ 11 x 6 = _____ 6 x 8 = _____

Score: _____

Name: __________ Mental Computation Addition

Week 4 Wednesday

Learning goal: I can use mental computation strategies to solve addition problems. The strategies I could use are: jump, split or compensation.

66 + 27 = ______ 36 + 31 = ______

94 + 54 = ______ 94 + 32 = ______

96 + 68 = ______ 44 + 98 = ______

26 + 53 = ______ 71 + 96 = ______

86 + 37 = ______ 21 + 81 = ______

24 + 62 = ______ 19 + 85 = ______

41 + 55 = ______ 91 + 23 = ______

70 + 72 = ______ 93 + 79 = ______

81 + 56 = ______ 62 + 93 = ______

34 + 59 = ______ 12 + 77 = ______

61 + 75 = ______ 59 + 75 = ______

19 + 93 = ______ 31 + 99 = ______

52 + 14 = ______ 88 + 86 = ______

69 + 20 = ______ 42 + 65 = ______

67 + 57 = ______ 41 + 34 = ______ Time: _____ Score: _____ /30

SERIES TOPIC

13FCopyright © 3P Learning

Geometry 2

2D shapes – circles

A circle is also a 2D shape. It’s a closed curve that has all of its points a fixed distance from the centre. Later on, you will learn about the formal maths of circles – they’re more complex than they look! Right now, it’s important to recognise the different parts and to explore the relationships between the parts.

centre – this is the point in the middle

radius – the distance from the centre to the circle’s edge

diameter – the distance from the edge of a circle through the middle to the opposite edge

circumference – the distance around the circle

arc – part of the circumference

sector – a ‘slice’ of the circle

Below are some circles. Each radius is marked.

a Extend the radius through the midpoint to the opposite edge of each circle. You have now marked the diameters.

b The diameter of each circle is twice its radius. Write the diameter of each circle in the boxes above.

1

diameter diameter diameter

2 cm1 cm

112 cm

SERIES TOPIC


Geometry 2

Follow the instructions to create this circle pattern. On a separate piece of paper, draw a line like the one below, in the middle of the page.a Place the compass point on the

dot on the line and draw a circle.

b Using the intersection points on the line as the centre, draw a same sized circle either side of the first circle.

c Add 4 more circles using the new points of intersection as your compass point. Make sure they are also the same size.

d Colour the design you’ve made.

Using a compass, draw 3 circles with different radii (radiuses). Measure their radii and diameters and label them.

A circle is also a 2D shape. It is a curve with its points a fixed distance from the centre.

2D shapes – circles

centre: this is the point in the middle

radius: the distance from the centre to the circle’s edge

diameter: the distance from the edge of a circle through the middle to the opposite edge

circumference: the distance around the circle

1

3

2 From this, what do you notice about the relationship between the radius and the diameter of circles?



Sentences

Write a sentence for three words that follow the rule of the week.

word = ____________

______________________________________________________

______________________________________________________

word = ____________

______________________________________________________

______________________________________________________

word = ____________

______________________________________________________

______________________________________________________

Graffiti Wall

Write at least five of your spelling words on the graffiti wall, exploring different colours

and styles.

make your own worksheets online @ wwwwww..aattoozztteeaacchheerrssttuuffff..ccoomm

name:_______________________________ date:_____________

WWoorrddss eennddiinngg iinn iiccaallllyyw d o p e h

m p x q f b j p c z v ly k h e t a i r g e q a o f j q m it u w w s h u m c s s n r k r y f zu e n e c g u z d a o k o a a o l o z xz h a z x a z g s y e m n z b l e z w xi j p s q r w w b k l p i t t o a e c s u d

v t g g q c u r j u t c i t n c z o j j e hp a t b x s v l i a c m i i m m g d l s

g f a g p c l a h d n s i n zh a l l r q i d c

v i l y l z s l c a p h tb c l l y h z c r l j y e z v

g x t y d e r z y o l q u w b s x j cw z h a y m v u o l y y t k j m i u y u ji s k m i w h k d l y l l a c i s y h p j

w q k t w d f e h f a w l c r e r g a b w j pu e t v c j z e f c d a v b i y b c i p dy l l a c i o t s i i c r a i g h t x a kg n t c x c t e f e i b j d z j x s db q j k v n m i r n p a i e s m e

c c k p s c z h a c l v gj o d e e t p n r

p p es j q

ethnicallyspecificallyclinicallyeconomicallyskepticallyfranticallycomicallyphysicallystoically

Name Personification

©www.EasyTeacherWorksheets.com

Personification

DIRECTIONS: In each sentence, an object or an idea is personified. Find the personification. Then answer the questions.

1. Though she tugged on its chain again and again, the stubborn light refused to come on.

What is being personified?

What trait or human quality is being given?

2. Crooked, and in a broken frame, the picture clung desperately to the wall.



3. The restless wind rattled the shutters and pushed at the doors.



4. The faucet dripped all night, determined to get someone’s attention.



5. But one sock had managed to make his escape, slipping back behind the dryer and hiding there until the rest of the laundry was gone.



http://www.easyteacherworksheets.com/�


Week 4 Thursday

x2, x4, x5, x10 x3, x6, x9 x7, x8, x11, x12

5 x 5 = _____ 3 x 6 = _____ 6 x 8 = _____

8 x 5 = _____ 4 x 9 = _____ 12 x 8 = _____

4 x 2 = _____ 12 x 9 = _____ 9 x 12 = _____

10 x 5 = _____ 3 x 3 = _____ 9 x 11 = _____

12 x 2 = _____ 8 x 9 = _____ 9 x 7 = _____

9 x 10 = _____ 11 x 6 = _____ 8 x 12 = _____

9 x 4 = _____ 6 x 3 = _____ 12 x 12 = _____

2 x 2 = _____ 6 x 9 = _____ 11 x 7 = _____

3 x 4 = _____ 12 x 3 = _____ 8 x 11 = _____

7 x 10 = _____ 9 x 6 = _____ 7 x 7 = _____

11 x 10 = _____ 11 x 9 = _____ 10 x 12 = _____

10 x 2 = _____ 4 x 3 = _____ 7 x 12 = _____

7 x 4 = _____ 12 x 6 = _____ 7 x 8 = _____

3 x 10 = _____ 11 x 3 = _____ 11 x 11 = _____

4 x 5 = _____ 8 x 6 = _____ 11 x 8 = _____

11 x 4 = _____ 4 x 6 = _____ 8 x 7 = _____

6 x 2 = _____ 8 x 3 = _____ 7 x 11 = _____

4 x 4 = _____ 2 x 9 = _____ 8 x 8 = _____

6 x 5 = _____ 6 x 6 = _____ 11 x 12 = _____

5 x 10 = _____ 9 x 9 = _____ 12 x 7 = _____

2 x 5 = _____ 9 x 3 = _____ 6 x 12 = _____

8 x 2 = _____ 7 x 9 = _____ 12 x 11 = _____

5 x 4 = _____ 3 x 9 = _____ 6 x 7 = _____

10 x 10 = _____ 7 x 6 = _____ 9 x 8 = _____

12 x 5 = _____ 7 x 3 = _____ 6 x 11 = _____

Score: _____

Name: __________ Mental Computation Subtraction

Week 4 Thursday

Learning goal: I can use mental computation strategies to solve subtraction problems.

100 - 48 = _______ 70 - 47 = _______

100 - 10 = _______ 51 - 20 = _______

100 - 33 = _______ 99 - 58 = _______

100 - 57 = _______ 66 - 36 = _______

100 - 22 = _______ 85 - 19 = _______

100 - 91 = _______ 72 - 22 = _______

100 - 65 = _______ 53 - 45 = _______

100 - 6 = _______ 96 - 57 = _______

100 - 84 = _______ 68 - 31 = _______

100 - 79 = _______ 65 - 9 = _______

100 - 91 = _______ 80 - 14 = _______

100 - 78 = _______ 73 - 43 = _______

100 - 84 = _______ 93 - 12 = _______

100 - 26 = _______ 59 - 35 = _______

100 - 15 = _______ 89 - 23 = _______

Time: _____ Score: _____ /30

SERIES TOPIC

13FCopyright © 3P Learning

Data Representation 3

This graph shows a kite’s height at different times. Answer the questions below:

Types of graphs 3 – reading line graphs

Polly and her friend Molly were practising reading a thermometer for homework. They boiled water in a kettle and then took turns measuring the temperature every minute as it cooled down. To make this more interesting, they made it a guessing game. Look at the graph and answer the questions to see how they went:

a Polly guessed that after 1 minute the temperature would be 46 oC. Was she right?

b Molly guessed that after 2 minutes the temperature would be 34 oC. Was she right?

Look closely at the graph they made showing the temperature of the water in the kettle.c What is the value of each small division on

the temperature axis?

d By how much did the water cool down between 2 minutes and 4 minutes?

e How long did the water take to cool to 19 oC?

2

3

Cooling Water

Tem

pera

ture

(oC)

Time (minutes)

70

60

50

40

30

20

10

10 2 3 4 5 6 7

a What was the kite’s height at 65 seconds?

b How long did the kite take to rise from 25 metres to 40 metres?

c Estimate the height of the kite at 1 minute.

d If the kite continued to rise, how high do you think it would be after 90 seconds?

Height of Kite

Heig

ht (m

etre

s)

Time (seconds)

60

50

40

30

20

10

100 20 30 40 50 60 70 80

SERIES TOPIC


Data Representation 3

Ivan, a very inventive ice cream manufacturer, is analysing sales of his new range of ice cream flavours. He wants to find out if his latest creations such as Chocolate Garlic Ripple, Caramel Squid Ink or Crunchy Seaweed Swirl are taking off or not. Help him find out by comparing his 2 stores. One store sells the crazy new flavours and the other sells regular flavours.

a How many ice creams were sold over January at Ivan’s Ice Cream Parlour?

b How many ice creams were sold over January at Ivan’s Ice Creamery?

c What was the difference in the number of ice creams sold at each store in March?

d Which of Ivan’s stores do you think sells his latest crazy creations and why?

Types of graphs 3 – reading line graphs

2

3

Ivan’s Ice Cream Parlour

Nu

mb

er o

f

Ice

Crea

ms S

old

Month

Jan Feb Mar Apr0

2 0004 0006 0008 000

10 000Ivan’s Ice Creamery

Nu

mb

er o

f

Ice

Crea

ms S

old

Month

Jan Feb Mar Apr0

1 0002 0003 0004 0005 000

Jenna bought a new car in 2001 for $25 000. The dollar value of

her car changed each year as shown in the line graph below:

a Transfer the data from the graph into the table.

b What was the value of Jenna’s car in 2003?

c By how much did the car’s value drop between 2002 and 2005?

d Between which years was the greatest drop in value?

Value of Jenna’s Car

Valu

e ($

)

Year

2001 2002 2003 2004 2005 2006 2007

30 00025 00020 00015 00010 000

5 0000

Value of Jenna’s Car

Year Value

2001

2002

2003

2004

2005

2006

2007

3



What do you think happened to children before they had rights?

What I think. Why I think that.

Children’s lives in the 20th century were very different from children’s lives today. The Australian government now has many policies in place to protect children but some government policies of the 20th century resulted in many thousands of children living in “out of home” care. Yet, these children were not orphans, many had either one or both parents still living.

Why would the government implement policies that took children away from their families?This question is the basis for your historical inquiry.

a Watch the video about the “Forgotten Australians?”

b Record some notes in the space below.

7

8

Name: .......................................................................... Class: .......................... Date: ......................

© 2013 Education Services Australia Ltd, except where indicated otherwise. You may copy, distribute and adapt this material free of charge for non-commercial educational purposes, provided you retain all copyright notices and acknowledgements.

Year 5–6, unit 2 Survival

Lesson 2: Different adaptations

Worksheet:

Plant and animal adaptations: research taskChoose one of the following features of plants and animals to investigate. Develop a two-minute presentation to share your information with the class.

• body covering

• feet

• camouflage

• mouth and teeth

• beaks

• eyes

• ears

• water collection strategies

• food collection strategies

• leaves

Questions to answer

• How does this feature help living things survive?

• How does this feature in various living things differ according the environments in which they live?

• What could happen to this feature if the environment in which the plant or animal lived changed in some way?

Presentation requirements

• Clearly define your feature.

• Include at least four different examples of this feature to assist with your explanation.

• Use diagrams to help your explanation.

• Ensure you answer all the questions.

Name: __________ Factors and Multiples

Week 4 Friday

Write down the factors of the following numbers:

a. 6 ______________________________________________

b. 7 ______________________________________________

c. 12 ______________________________________________

d. 16 ______________________________________________

e. 19 ______________________________________________

f. 21 ______________________________________________

g. 28 ______________________________________________

h. 37 ______________________________________________ i. 50 ______________________________________________

j. 80 ______________________________________________

Write down the multiples of the following numbers:

a. 3 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ b. 4 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ c. 7 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ d. 8 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ e. 11 ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

name: spelling stage 3 term 2 week 4 - hammondville · term 2 week 4 spelling rule: when a word...

Documents