Year 3 Home Learning

Week Beginning 13th July

Welcome to your final home learning letter. You have all been amazing during lock down and we are so proud of you. Enjoy your summer and we look forward to seeing you all soon!

English

Daily Deliberate Practice

1) Reading (on your own or to an adult). Don’t forget to record your reading in your reading log. You can always share what you have read with us on Purple Mash – keep earning those reading at home dojos!

2) Practise spellings on Spelling Shed. We are going to be updating the assignment every Monday for you to work on throughout the week.

Activity

We would like you to write a letter to your new Year 4 teacher/s so that you can tell them about all of the wonderful things about you!

Who do you need to write to? KM3 will write to Miss McFarland KW3 will write to Mrs Leigh and Mr Reilly LPHL3 will write to Miss Wareham

When writing your letter, you will need to organise your ideas into paragraphs. You may wish to plan each paragraph before writing. For example:

Paragraph 1 – introduce yourself Paragraph 2 – what are your interests/hobbies? Paragraph 3 – any fascinating facts about you Paragraph 4 – close the letter with what you are looking forward to about Year 4

You can hand-write your letter if you wish, to show your new teacher your beautiful presentation (which you all worked so hard on), or type your letter to demonstrate your computer skills. Please continue to send your letter to your current home learning teacher and we will pass it on.

Reading Exciting news! We have organised an eBook service through the Schools’ Library Service (SLS) meaning you can now access a range of books via this link: https://berrywoodprimary-hantssls.wheelers.co You can sign in using the following information:

Username: Your full name eg. Thomas SmithPassword: library1 (no capital). Passwords can be changed after logging in for the first time.

All pupil names have been taken from the school register list so children with abbreviations or different name versions might have to try an alternative if it doesn't immediately recognise their name (for example Sam or Samuel would be dependent upon how it appears in our class register). As an alternative to the link for computers, you can download an App and then search for our school from the list. Logging in remains the same. The App to search for is 'ePlatform by Wheelers' and it is free to download. Happy reading!

PDL Complete each of the activities below, tick them off as you go!

Read the transition booklet so that you are more familiar with Year 4

Write down any questions you have about Year 4 (you can dojo your teacher)

Can you find out a fascinating fact about the Egyptians before September?

Write down three of your successes from Year 3

What would you like to work on in Year 4?

What is your favourite memory from lock down?

How many of these activities can you tick off before September?

Hunt for bugs

Dance in the rain Make a mud pie!

Play a board game Fly a kite Eat a doughnut without licking your lips

Wash a car Make a time capsule about lock down or your summer

holiday

Play charades

Build a den Swim in the sea Read a new book

Help an adult to cook dinner Tidy your room!

Write a diary

Build a sandcastle Learn a new skill e.g. drawing, yoga, sign language or paddle boarding

Get creative – make a junk model, create collage, paint a picture

Maths

Daily Deliberate PracticeFor each school day aim to spend at least 20 minutes practising your times tables. This could be

using Times Tables Rockstars or one of the games on https://www.timestables.co.uk.

Weekly LearningProblem Solving

First, watch this video about how bar models can help us think through a two step word problem: https://www.youtube.com/watch?v=lbVvngn0zj0

A two-step problem is a word problem that requires two operations to solve it. By different operations we mean addition, subtraction, multiplication or division. For example:

I buy a magazine costing 83p and a pencil costing 45p. I pay with a voucher that gives me 20p off the things I am buying. How much do I spend?

Activity One: Drawing bar modelsMake a bar model for each step of the problems below, noting down whether you think it is a multiplication, division, addition or subtraction. You don’t need to solve them yet. Here are some examples:

Activity Two: Mark my work!Look at the questions below and the bar models that represent them. Are they correct? If not explain what

Over the past few weeks, we have been learning to use drawings and the bar model to represent one-step word problems. This week we are going to be applying what we have learnt to help us solve two-step word problems.

mistake has been made and draw the correct bar model.

1) On Monday, Sainsburys sold 50 pineapples. Tescos sold 25 more than Sainsburys. How many pineapples did they sell altogether

2) There are 97 children in Year 3. 42 of them were girls. How many more boys than girls were there?

3)Ella had 21 Jelly Beans and James has 15. They ate 17 of the Jelly Beans. How many Jelly Beans were left?

Challenge 1

Lily, Simon and Emma are each thinking of a number. The sum of their numbers is 9,989.

Lily’s number is 1,832.

Simon’s number is three thousand more than Lily’s.

What is Emma’s number?

Challenge 2

Mia has a jug with 2.5 litres of water in it. She pours two glasses of 300ml and three glasses of 500ml.

How much water is left in the jug? Give your answer in millilitres.

Want more maths? Try These!

Have a look at this selection of games and activities:https://www.mathplayground.com/tb_addition/index.html

https://www.iknowit.com/lessons/d-word-problems-choose-the-operation-four-operations-basic-multiplication-

division.html

Science

Light and ShadowsThis week, we will be revising what we previously learnt about light and shadows.

Activity 1: Shadows are formed when light is blocked by an object. This is because light can only travel in straight lines. It cannot bend. If an object gets in the light’s path, a shadow will form because the light cannot get through the object.Watch the following video clip about light and shadows:https://www.bbc.co.uk/bitesize/articles/zjjx6v4

Activity 2: This week we will be exploring what happens to shadows cast by the Sun throughout the day. How do you think we could do this? Talk to an adult about your ideas.

What do you predict will happen to the shadows throughout the day? Write a short explanation of what you think will happen. Remember to write your explanation in full sentences and try to use scientific vocabulary related to light.

Activity 3: 1) In the morning, place an object in your garden in the sun (or on a window sill if you don't have

outdoor space.) Perhaps you could use a ruler wedged in a plant pot, a bottle, a Swingball or even yourself!

2) Measure the shadow cast by your object. You may also like to draw around the shadow with chalk.

3) Check the shadow at various times during the day. Measure the length of your shadow or draw around it/take photographs of it, noting what time you did this.

4) Record your results, either in a graph or a table.

Activity 4:Can you find a pattern in the way the size and shape of the shadows change? What time of day was the shadow shortest? Why? What time of day was the shadow longest? Why?Write a short paragraph to explain why the shadows changed as they did. Give reasons for why you think this. If you are stuck, you could watch the following video clips to support your explanation:https://www.bbc.co.uk/bitesize/clips/z6fnvcwhttps://www.bbc.co.uk/bitesize/clips/z9fpyrd

Challenge! Which of these diagrams do you think is correct? Why?