year 3 & 4 home learning...2020/07/13 · the two main types of conjunctions are: coordinating...

YEAR 3HOME

LEARNING

WEEK

COMMENCING

13.07.2020

Seesaw

Remember that we would love to see your work on seesaw and let you

know how well you’ve done!

If you are not on seesaw there is information on how to access this on

our website:

Https://wansbeckprimary.Org.Uk/home-learning/

If you have any further questions or need more support contact any of

the following emails

[email protected]

[email protected]

[email protected]

[email protected]

https://wansbeckprimary.org.uk/HOME-LEARNING/

mailto:[email protected]




MONDAY

• MATHS - TO WRITE AND ADD FRACTIONS.

• LITERACY - HANDWRITING

• LITERACY - READING - TO BE ABLE TO READ AND CLARIFY UNKNOWN WORDS

IN A TEXT.

• CREATIVE - WHAT MAKES A TERRIFIC TEACHER?

FRACTIONS!

• TO WRITE A FRACTION, WE NEED TO KNOW HOW MANY PARTS ARE IN THE WHOLE (THE

DENOMINATOR)

3

4

There are 4 parts in

this whole shape

3 of these parts are

green

This image has three quarters

shaded in green

WHAT FRACTION OF THESE APPLES HAVE BEEN EATEN?

2

4

There are 4 apples

(parts) in this whole

amount

2 of these apples

(parts) have been

eaten

STUART ATE OF HIS CARROTS

SHOW THIS IN PICTURES.

6

8

6

8

The denominator is 8 so

we know there must be 8

carrots (parts) in the whole

(altogether)

The numerator is telling us

how many carrots (parts)

he has eaten.

He will have

eaten 6 and

has got 2 left.

ACTIVITY

Don’t forget to practise your times tables on

TT rockstars!

www.ttrockstars.com

http://www.ttrockstars.com/

HANDWRITING

• PRACTISE THE VOWEL LETTERS

• UPLOAD YOUR HANDWRITING ONTO SEESAW

READING

• TO BE ABLE TO READ AND CLARIFY UNKNOWN WORDS IN A TEXT

READING

• READ THE LETTER/ EMAIL TO SOMEONE IN YOUR HOME

THEN READ IT TO YOURSELF

• GO THOUGH THE TEXT AND CIRCLE ANY WORDS THAT

YOU DO NOT UNDERSTAND

• NOW USE A DICTIONARY OR THE INTERNET TO FIND THE

MEANING OF THESE WORDS

• FINALLY READ THE TEXT AGAIN

• RECORD YOUR READING AND UPLOAD IT ONTO SEESAW

Make sure you

keep this

reading sheet as

you will need to

use it tomorrow

This week’s creative tasks are all about

transition!

We would usually do all these tasks in class

during transition week however this year is a

little bit different.

Please make sure you try really hard on these

tasks because they are all about you, ready

for your new class and class teacher!

CREATIVE

Today we are focussing on transition work for your class and class teacher next year.

What

makes a

great

teacher?

Is kind and helpful

Makes sure I am

safe and happy

Is fun but I still learn a lot

Is firm but fair

What

makes a

great

teacher?

Is kind and helpful

Makes sure I am

safe and happy

Is fun but I still learn a lot

Is firm but fair

These are just a few

ideas!

Can you think of

anything else?

Thinking ahead to next year, you may or

may not know your class teacher very

well already, what do you want them to

be like?

What can they do to make sure you

learn well?

How do you want them to be in the

classroom?

TUESDAY

• MATHS - TO ADD AND SUBTRACT FRACTIONS.


• LITERACY - READING - TO BE ABLE TO READ AND ANSWER QUESTIONS ABOUT

AN EMAIL/ LETTER.

• CREATIVE - TO BE A SCHOOL COUNCILLOR.

STUART ATE OF HIS CARROTS, WHAT FRACTION

DID HE HAVE LEFT?

3

8

8

8

He is starting with the

whole amount, all of the

parts

3

8

-=

5

8

The denominator stays

the same as they are

part of the same whole.

TRUDY ATE AND WILBUR ATE OF THE

CHOCOLATE BAR. HOW MUCH DID THEY EAT

ALTOGETHER?

4

10

3

10

The 4 parts that Trudy ate.

The 3 parts that Wilbur ate.

4

10

3

10

7

10+ =

The denominator stays the same as

they both had parts from the same

chocolate bar (whole)

ACTIVITY


TT rockstars!

www.ttrockstars.com


HANDWRITING



READING • READ THE EMAIL TO YOURSELF THEN SUMMARISE IT BY JOTTING DOWN THE MAIN

THINGS THAT HAVE LEARNT

• USING THE QUESTION SHEET ANSWER EACH QUESTION USING THE EMAIL TO HELP

YOU

• TAKE AN IMAGE OF YOUR ANSWERS AND UPLOAD IT TO SEESAW

• THINGS TO REMEMBER:

• WHEN EXPLAINING WHY, USE EVIDENCE FROM THE TEXT

• WHEN USING EVIDENCE FROM THE TEXT, REMEMBER TO USE “QUOTATION MARKS”

TUESDAY


Who has been a school councillor?

What is a school councillor?

What do they do?

Who has been a school councillor?Two people from every class, each year are the school

councillors.

What is a school councillor?Someone who wants to do their best for the school and represent

the other children in the school.

What do they do?They attend school council meetings after speaking to the

class and talk to teachers about changes in the school.

What makes a good

school councillor?

Today, you are going to write a practice school

council speech – this could help you in September if

you want to apply to be on the school council. We

have a class vote to see who wins so it needs to be

the best it can possible be.

This is only a practice, so don’t worry if you don’t

actually want to apply- you don’t have to!

WEDNESDAY

• MATHS - MULTIPLYING AND DIVIDING BY 6 AND 8.


• LITERACY - GRAMMAR - COORDINATING CONJUNCTIONS.

• LITERACY - WRITING - DESCRIBING USING THE SENSES.

• CREATIVE - OVERCOMING OBSTACLES.

LET’S PRACTISE YOUR 6 TIMES TABLE WITH FRED THE RED!

HTTPS://WWW.BBC.CO.UK/TEACH/SUPERMOVERS/KS2-MATHS-THE-6-TIMES-TABLE-WITH-

FRED-THE-RED/ZRQ3XYC

https://www.bbc.co.uk/teach/supermovers/ks2-maths-the-6-times-table-with-fred-the-red/zrq3xyc

ACTIVITY


TT rockstars!

www.ttrockstars.com


LET’S PRACTISE YOUR 8 TIMES TABLE WITH FILBERT FOX!

HTTPS://WWW.BBC.CO.UK/TEACH/SUPERMOVERS/KS2-MATHS-THE-8-TIMES-TABLE-WITH-

FILBERT-FOX/Z4MRHBK

https://www.bbc.co.uk/teach/supermovers/ks2-maths-the-8-times-table-with-filbert-fox/z4mrhbk

ACTIVITY 1


TT rockstars!

www.ttrockstars.com


HANDWRITING



WEDNESDAY

• GRAMMAR

• TO BE ABLE TO USE COORDINATING CONJUNCTIONS

CONJUNCTIONS

A CONJUNCTION IS A WORD THAT CONNECTS PARTS OF A SENTENCE.

THE TWO MAIN TYPES OF CONJUNCTIONS ARE:

COORDINATING CONJUNCTIONS USED TO CONNECT TWO INDEPENDENT CLAUSES

SUBORDINATING CONJUNCTIONS USED TO CONNECT THE DEPENDENT CLAUSE AND THE REST OF THE SENTENCE

WE WILL BE FOCUSING OF COORDINATING CONJUNCTIONS TODAY

https://www.youtube.com/watch?v=3_CQHL90e7k

Let’s learn the conjunction

song!

https://www.youtube.com/watch?v=3_CQHL90e7k

Remember

FANBOYS

FORTHE PROBLEM FINDER

CONNECTS A SOLUTIONWITH A PROBLEM (BECAUSE)

Let’s go to the swimming pool for it’s hot

inside the house.

ANDTHE MATCHMAKER

CONNECTS TWO IDEASTHAT GO TOGETHER

I want to go to the circus, and I want to

ride a pony.

NORMR. NEGATIVE

NEGATIVE FORM OF OR (ALSO MEANS NOT)

I have never visited Asia nor have I ever

visited Africa.

BUTKING CONFLICT

CONNECTS TWO IDEAS THAT GO AGAINST EACH OTHER

I need to go to the store but I’m feeling too

sick to drive.

ORTHE DECISION MAKER

CONNECTS TWO CHOICES

You can make a big poster or you can make a

small clay statue.

YETBUT’S EVIL TWIN BROTHER

CONNECTS TWO IDEAS THATGO AGAINST EACH OTHER

I don’t want to practice playing the violin yet I

don’t want to disobey my mother.

SO THE PROBLEM-SOLVER

CONNECTS A PROBLEMWITH A RESULT

I didn’t do my homework so my parents punished

me.

GAIL PLAYS SOCCER. BRIAN PLAYS TENNIS.

JUNE IS A WARM MONTH. DECEMBER IS COLD.

THE YARD IS FULL OF LEAVES. AFTER SCHOOL WE WILL RAKE THEM INTO PILES.

SHE DOESN’T DRINK MILK. SHE DOESN’T EAT BUTTER.

TOM STUDIED A LOT. HE DID NOT PASS THE TEST.

Which coordinating conjunction would

you add to join these sentences?

WEDNESDAY

• WRITING

• TO USE OUR SENSES TO DESCRIBE

• TO DESCRIBE A SETTING OF A FLOOD

CONTRE TEMPS

• CLICK ON THE LINK AND WATCH THE VIDEO FOR THE FIRST 1 MINUTE AND

17 SECONDS

• HTTPS://WWW.LITERACYSHED.COM/CONTRE-TEMPS.HTML

• PRESS PAUSE AFTER 1MIN 17 SECONDS AND THINK ABOUT:

• WHO COULD THE MAN BE?

• WHY IS EVERYTHING UNDER WATER?

• WHY IS HE COLLECTING CLOCKS?

• COMPLETE ACTIVITY 3 MAKING PREDICTIONS FROM THE VIDEO SO FAR

• TRY AND THINK OF MORE THAN ONE IDEA FOR EACH QUESTION IN THE

TABLE

Click here

https://www.literacyshed.com/contre-temps.html

CONTRE TEMPS

• CLICK ON THE LINK AND NOW WATCH ALL OF THE VIDEO


• READ THROUGH YOUR PREDICTIONS YOU MADE FROM THE

OPENING SCENES, WERE YOU CORRECT WITH ANY?

• HOW HAVE YOU THOUGHTS CHANGED?

• WHO IS THE MAN?

• WHY WAS EVERYTHING UNDER WATER?

• WHY WAS HE COLLECTING CLOCKS?

Click here


USING OUR SENSES

• WHEN DESCRIBING SETTINGS WE CAN YOU OUR SENSES TO DESCRIBE

• OUR 5 SENSES ARE:

• SEE

• HEAR

• TASTE

• TOUCH

• SMELL

USING OUR SENSES TO DESCRIBE

LOOK AT THE IMAGE FROM THE VIDEO

• CAN YOU USE YOUR SENSES TO DESCRIBE THE IMAGE?

taste

touch

hear

see

smell

TASK 4A:

From watching the film use these images to complete the senses table to

describe what a flood is like

TASK 4B: COMPLETE THE SENSES TABLE AND WRITE SENTENCES TO DESCRIBE THE SETTING

OF A FLOOD

Remember to take a

picture and upload

onto seesaw

CREATIVE


An obstacle is something that challenges us, it is something that

we need to overcome to achieve.

My obstacle this year was being new to year

three, I had never taught the year before so didn’t

know what was expected. To overcome this, I

worked with the other members of staff in this

phase and did lots of research to find out exactly

what I needed to do.

Once I had done this, I have overcome the

challenge and knew I could succeed.

What has been an obstacle

for you this year?

Maths is tricky

Handwriting needs to

be neater

Friendship fall out

New teacher to meet

New to the school

Not confident with

reading

THURSDAY

• MATHS - USE FORMAL METHODS TO ADD AND SUBTRACT.

• LITERACY - LETTER WRITING

• CREATIVE - CLASSROOM RULES

Remember how we did our formal subtraction.

89 - 43 = ____

8 9

4 3

64

-

89- 43 = 469 - 3 = 68 - 4 = 4

We always start with the ones. So 5 - 8 .

There are not enough ones to take 8 away.

So, we exchange one of the tens for 10 ones. Now there are only 6 tens in

the tens column and there are 15 ones.

15 - 8 = 9

3 7 5

2 8

9

10

375 - 28 =

-

6

Then we subtract the tens, 6 - 2 = 4.

Finally we subtract the hundreds, 3 - 0 = 3

3 7 5

2 8

9

10

375 - 28 =

-

6

43

375 - 28 = 349

Remember how we did our formal addition.

156 + 13 = ____

5 6

1 3

96

+

156 + 13 =

6 + 3 = 95 + 4 = 9

1

11 + 0 = 0

We always start with the ones. So 4 + 7.

There are more than ten ones so we exchange ten ones for a ten and write

the ones in the ones column.

Next, we can add the tens: 1+ 5 + 1.

Finally, we can add the hundreds.

1 5 4

1 7

1

154 + 17 =

+

1

71

154 + 17 = 171

ACTIVITY


TT rockstars!

www.ttrockstars.com


LITERACY

• TO CONSIDER THOUGHTS AND FEELINGS OF A CHARACTER

• TO BE ABLE TO WRITE A LETTER ABUT EVENTS

CONTRE TEMPS

• WATCH THE VIDEO CLIP AGAIN


• THINK ABOUT:

• HOW WAS THE MAN FEELING BEFORE THE FLOOD

• HOW DID THE MAN FEEL LEADING UP TO THE FLOOD

• HOW THE MAN WAS FEELING AFTER THE FLOOD


THOUGHTS AND FEELINGS

THESE ARE WORDS USED TO SHOW WHAT WE ARE

THINKING OR HOW WE FEEL ABOUT SOMETHING.

IT COULD BE:

• LOVE

• HOPE

• SADNESS

• WORRY

• STRESS


HOW DO YOU THINK THE PEOPLE IN THIS IMAGE ARE

FEELING?


HOW DO YOU THINK THE GIRL IN THIS IMAGE IS

FEELING?


HOW DO YOU THINK THE MAN IN THIS IMAGE IS

FEELING?

ACTIVITY 1

LETTER WRITING

in time order, with datesnoted

record of events

(generally, chronological order)

AUDIENCE & PURPOSE

Yourself and/or‘posterity’ to record events

• personal tone

• writing for

pleasure

• exploring/

expressing ideas

• informativeand clear

• lively and

engaging,e.g. humour

insights

to comment on events

to explore own feelings

and thoughts

to consider the feelings, motivation,ideas of others

to imagine furtherpossibilities.

AUDIENCE AND PURPOSE

Purpose

to make contact to introduce self

Audience – someone youknow well*

Audience – usually someone unknown or unfamiliar

Purpose

to communicate as necessary

to entertain and amuse e.g. anecdotes, humour

to show you are thinking about your reader e.g. enquiries about family, references to shared memories.

to explain reason for writing

to state clearly any intended outcome of letter, i.e. what you want reader to do.

to communicate as necessary

CONVENTIONS AND LAYOUTPersonal Letter

1st paragraph

Further paragraphs

Sign off line

Signature

Dear......,

Your Address

Today’s date

Formal Letter

Name andaddress of addressee

Dear.......,

1st paragraph

Further paragraphs

Sign off line

Signature

Headed papersender’s address, phone no.

If word-processed,lay out as

business letter

Leave a linebetween

paragraphs.Indent if you

wish

(a) addressee’sname if known

(b) if not,Dear Sir or Madam

If handwritten,lay out as

personal letter

e.g. Love,Cheers,

Best Wishes

if (a), sign-off isYours sincerelyif (b), sign-off is Yours faithfully

Today’s date

LANGUAGE FEATURES

* first person (I/me), addressing second person (you)

* specific named people, places things (proper nouns)

lively use of language e.g.‘powerful’ verbs, adjectivesand adverbs.

informal connectives, as inspoken language e.g. And…,But…,*.

conversational tone.

clear use of language, e.g. conventional vocabulary, ‘precise’ verbs, adjectives and adverbs.

formal connectives, e.g. Furthermore…, However…,.

formal tone.

Personal Letter Formal Letter

CONVERSATIONAL OR INFORMAL TONE

contracted forms of words, e.g. can’t, isn’t

questions and exclamations

exaggerations

conversational words and phrases, e.g. Anyway,… After all,… By the way,…

chatty ‘asides’ (anecdotes, comments in brackets).

PERSONAL & FORMAL LETTERS

to keep in touch

complain

persuade someoneto your point of

view

recount events

giveinstructions

describesomeone,something

explain aprocess

to provideinformation

PurposeWhy do people

write letters?

to ask for informationto say

thank you

to give aninvitation

to influenceopinion

LETTER WRITING• READ THE LETTER. CAN YOU

SPOT THE FEATURES?

• ADDRESS ON THE TOP RIGHT

• STARTS, DEAR

• FIRST PERSON PRONOUNS (I, ME, MY)

• PAST TENSE VERBS (WORDS ENDING ‘ED’)

• INFORMAL LANGUAGE

• INCLUDES THOUGHTS AND FEELINGS

• USES WOW VOCABULARY

• ENDS APPROPRIATELY

LETTER SUCCESS CRITERIA

• Address on the top right

• Starts, Dear

• Writes about events in order

• First person pronouns (I, me, my)

• Past tense verbs (words ending ‘ed’)

• Informal language

• Includes thoughts and feelings

• Uses wow vocabulary

• Ends appropriately

Remember all writing should include:

• Use a range of sentence types

• Use different sentence starters

• Punctuation is used correctly

ACTIVITY 2: WRITING A LETTER

Remember to

upload your

writing to

Seesaw

Use the success to

help with your

writing.

You made need to

watch the video

again to remind

you of the events

CREATIVE


Class rules:

Today we are thinking about class rules.

You will make these with your new class

teacher in September.

What rules would you like to

follow? Why are they important

in a classroom?

Make the rules

that you and your

classmates will

follow:

FRIDAY

• MATHS - SPEEDY ARITHMETIC PRACTISE AND ARITHMETIC TEST.

• LITERACY - SPELLINGS

• LITERACY - GRAMMAR

• CREATIVE - ALL ABOUT ME!

1. Partition the number

into hundreds, tens and

ones

2. Make the numbers 1000 times

smaller to help you work it out!

- Don’t forget to make your answer

1000 times bigger again!

4. Find the missing

number be doing

the inverse

100 - 57 =

3. Double the tens,

double the ones the add

them together.

5. Remember the

trick to make a

number 10 times

bigger!

Don’t get mixed up

with adding 10

more!

6. Add the ones,

then add the tens,

then add them

back together.

7. Take away the

ones then take

away the tens.

8. How many 5’s

go into 38? How

many are left

over?9, 10. Written

addition and

subtraction

methods.

Written addition method Written subtraction method

Take away the ones,

1 – 2

You can’t do it, so

exchange one of the

tens for 10 ones.

11 – 2 = 9

Then take away the

tens

7 – 3 = 4

Finally, takeaway

the hundreds

9 – 0 = 9

Add the ones

2 + 6 = 8

Then add the

tens

4 + 3 = 7

Finally, ad the

hundreds

4 + 0 = 4

h t o

4 7 89 4 9

107

h t o

ACTIVITY


TT rockstars!

www.ttrockstars.com


LITERACY• SPELLINGS

• TO BE ABLE TO SPELL WORDS WHICH ARE HOMOPHONES

• TO BE ABLE TO USE THE CORRECT HOMOPHONE IN A SENTENCE

HOMOPHONES• SPELLINGS

• A HOMOPHONE IS A WORD THAT SOUNDS THE SAME AS ANOTHER WORD BUT

THEY ARE SPELT DIFFERENTLY

• THEY ALSO HAVE DIFFERENT MEANINGS

• EXAMPLE:

• WHICH- WHICH WAY IS THE SHOPS?

• WITCH- THERE WAS A WICKED WITCH IN THE FOREST

BOTH THE WORDS SOUND THE SAME BUT ARE SPELT DIFFERENTLY AND HAVE

DIFFERENT MEANINGS.

THINK OF AS MANY HOMOPHONES AS YOU CAN

SPELLING ACTIVITY 1

SPELLINGS • READ THROUGH THE SPELLINGS

• IF YOU ARE UNSURE OF THEIR MEANING CHECK USING THE INTERNET OR A

DICTIONARY

• USING THE SPELLING S.P.A.T SHEET COPY OUT EACH WORD 5 TIMES

• REMEMBER TO LOOK, COVER, SAY, WRITE THEN CHECK

• CHECK THAT YOU HAVE SPELT EVERY WORD CORRECTLY

• CORRECT ANY ERRORS

• WRITE 5 SENTENCES USING SOME OF THE SPELLINGS IN EACH SENTENCE

• CHECK THEY ARE SPELT CORRECTLY

• TAKE A PICTURE AND UPLOAD TO SEESAW

SPELLING ACTIVITY 2

GRAMMAR

• TO BE ABLE TO USE AND IDENTIFY PREPOSITIONS

PREPOSITIONS OF LOCATION: THE RULES

Prepositions are used to show the location, time or movement of nouns or pronouns.

Prepositions of location show the place or position of a noun or pronoun e.g.

The tools were inside the garden shed.

Behind the cloud, the sun peeped.

Harry sat under the shady tree.

The tools were inside the garden shed.

Behind the cloud, the sun peeped.

Harry sat under the shady tree.

PREPOSITIONS OF LOCATION: THE RULES

There are many prepositions of location. Here are a few of the most commonly

used ones:

beside

between

in front of

behind

near

far

above

below

inside

outside

PREPOSITIONS OF TIME: THE RULES

Some prepositions show time. The three most commonly used time

prepositions are at, on and in.

At the weekend, I am going to the cinema.

I go to swimming lessons on Thursdays.

Leaves turn brown in the Autumn.

At the weekend, I am going to the cinema.

I go to swimming lessons on Thursdays.

Leaves turn brown in the Autumn.

PREPOSITIONS OF TIME: THE RULES

There are many more prepositions that show and signal time...

before

before

during

since

as

until

past

by

PREPOSITIONS OF MOVEMENT: THE RULES

Yasmin zoomed down the slide.

The pig jumped into the pond.

Ben reluctantly got out of bed.

Other prepositions can show movement

or direction.

Yasmin zoomed down the slide.

The pig jumped into the pond.

Ben reluctantly got out of bed.

PREPOSITIONS: THE TRICKY BITS

Some prepositions can also be subordinating conjunctions.

after before until as since

Since winning the contest, Vicky had become famous.

In this example ‘since’ is used as a subordinating conjunction to form a subordinate clause.

I haven’t had a shower since Tuesday.

In this example ‘since’ is used as a preposition.

This can be very confusing! If the word is used within a phrase that contains a

subject and a verb, then it is usually being used as a subordinating conjunction.

QUIZ! UNDERLINE THE PREPOSITIONS IN THE FOLLOWING

SENTENCES.1. The children giggled through the puppet show.

2. Under the bridge, the troll hid and waited.

3. I am going to Lapland before Christmas.

4. The ramblers climbed over the fence.

5. Gina lives next to the fruit shop.

?

ANSWERS!

1. The children giggled through the puppet show.

2. Under the bridge, the troll hid and waited.

3. I am going to Lapland before Christmas.

4. The ramblers climbed over the fence.

5. Gina lives next to the fruit shop.

?

GRAMMAR ACTIVITY

CREATIVE


All about me!

Within your report, you received a

letter from your new class teacher all

about who they are and what they

are looking forward to.

Today, it is your chance to write one

back to them!

year 3 & 4 home learning...2020/07/13 · the two main types of conjunctions are: coordinating...

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