Monday 8 th February 2021

Well done Year 3! You are awesome working so hard – keep up the

fantastic work!

A SUPER SPECIAL shout out goes to the following children for

handing their work in last week:

Kingsmith:

Dahl:

Liana

Majus

Fabian

Filip

Estella

Chaitan

Rajab

Hareem

Usayd

Afiya

Denas

Arminas

Enis

Marwa

Falaq

Lexi

Ismail

Moneeka

Ikhlas

Surya

Eshal

Quick Maths

This week we are using the counting forwards and backwards method, draw an empty number line for each calculation. Choose your level: Red Hot or Sizzling Hot!

Red Hot Sizzling Hot

1) 11 + 13 1) 66 + 75 =

2) 13 + 14 2) 102 + 164 =

3) 18 + 19 3) 254 + 253 =

4) 19 + 20 4) 229 + 255 =

5) 21 + 22 5) 443 + 244 = Decide if these are best done mentally or column method: 6) 448 + 533 =

7) 642 - 303 =

Start a stopwatch on your device.

How quickly can you race around the track for

the 4 times tables?

Quick Maths

This week we are using the counting forwards and backwards method, using an empty number line for each calculation. Choose your level: Red Hot or Sizzling Hot!

Red Hot Sizzling Hot

1) 11 + 13 = 24 1) 66 + 75 = 141

2) 13 + 14 = 27 2) 102 + 164 = 266

3) 18 + 19 = 37 3) 254 + 253 = 507

4) 19 + 20 = 39 4) 229 + 255 = 484

5) 21 + 22 = 43 5) 443 + 244 = 687 Decide if these are best done mentally or column method: 6) 448 + 533 = 981 (Column as 8+3 is greater than 10). 7) 642 - 303 = 945 (mental method)

Start a stopwatch on your device.

How quickly can you race around the track for

the 4 times tables?

LO: learn how to use expanded noun phrases to describe.

1. Match the nouns with the most appropriate adjectives.

Nouns:

Dog Apple

Sun Teacher

Ice cream

2. Sort these words into nouns and pronouns:

Listen bright

It phone dog

Bike him

Slippery

game

LO: learn how to use expanded noun phrases to describe.

Answers

1. Match the nouns with the most appropriate adjectives.

Shiny apple

Tired dog

Strick teacher

Tasty Ice cream

Hot sun

2. Sort these words into nouns and pronouns:

listen

slippery

bright

Spellings

Length

Library

Material

Times Tables

Tournament time!

This week (Mon 8

th

8AM– Fri 12

th

12PM) Year 4 have challenged Year 3

to see who can score the highest coins in

Arena on TT Rock Stars.

COME ON TEAM 3!

Winning team announced on Friday in

Story time at 2.45PM!

Reading lesson today:

LO: make connections with the text.

Reading lessons this week:

Monday Slides only Tuesday Recorded Wednesday Live Thursday Slides only Friday Slides only

Making Connections: The Treasures by Clare Bevan

Clarifying:

The Rhythm of Life (Hand on the Wall) by Michael Rosen

Inferring:

Evidence of a Dragon by Pie Corbett

Predicting:

The Land of Story Books by Robert Louis Stephenson

Big Picture:

Football Mad by Benjamin Zephaniah

Vocabulary

Barn Owl

Peacock

Minnow

Icicles

Nocturnal bird.

Large colourful bird.

Small freshwater fish.

Hanging piece of ice formed

by dripping water.

The Treasures by Clare Bevan

Who will bring me the hush of a feather?

“I,” screeched the Barn Owl. “Whatever the weather.” TA

Who will bring me the shadows that flow? “I,” snarled the Tiger. “Wherever I go.” TP Who will bring me the colours that shine?

“I,” shrieked the Peacock. “Because they are mine.” TP Who will bring me the crash of the wave?

“I,” sang the Dolphin, “Because I am brave.” TP Who will bring me the secrets of night?

“I,” called the Bat. “By the moon's silver light.” TP

Text to self: Do you know any of

these animals? Have you heard

their sound before? Text to text:

What type of text is this? Text to

the world: Do you know these place

are spread cross the world?

Who will bring me the scent of the flower?

“I,” hummed the Bee. “By the sun's golden power.” TP Who will bring me the waterfall's gleam?

“I,” sighed the Minnow. “By river and stream.” TP Who will bring me the strength of the small?

“I,” cried the Spider. “When webs line your wall.” TP Who will bring me the shiver of snow?

“I,” howled the Wolf Cub. “When icicles grow.” TP And who will bring me a nest, furry warm?

“I,” squeaked the Rat, “When we hide from the storm… TP But who will care for the treasures we give?

“I,” said the Child.

Answer

Challenge answers:

Repeated 8 times, although there were two more ‘And

who…’

The effect of repetition is to keep a rhythm (a beat) of

storytelling that is pleasing for the reader.

English lesson today:

LO: I can compare performance poetry.

RECORDED LESSON WEBSITE

English lessons this week:

Monday Recorded Tuesday Slides only Wednesday

Recorded

Thursday Live Friday Live

Listen to three

performance poems. What’s the

same/different? How do they make you feel?

Learn, perform one poem. Story map poem. Evaluate how you felt performing it.

Plan own poem with 4 stanzas using

drawings and words.

Monday 8

th

February 2020

LO: I can compare performance poetry.

Success criteria:

• I can find the similarities.

• I can find the differences.

What is poetry? The expression of feelings and ideas. Poetry crafts ideas for others to

read using rhythms, rhymes and powerful words.

This week, we are looking at ‘performance poetry’.

What we already know:

• Expresses an idea or feelings through carefully selected words.

• Stanzas (2, 3, 4, or more lines)

• With rhyming words (sometimes)

• Read to a beat (sometimes)

New learning

We’re going to hear three poems

Poem 1

The Teasures by Clare Bevan

• Watch this performance of today’s poem from our reading lesson:

https://vimeo.com/107985665

Let’s read it together

The Treasures by Clare Bevan

Who will bring me the hush of a feather?

“I,” screeched the Barn Owl. “Whatever the weather.” Who will bring me the shadows that flow?

“I,” snarled the Tiger. “Wherever I go.” Who will bring me the colours that shine?

“I,” shrieked the Peacock. “Because they are mine.” Who will bring me the crash of the wave?

“I,” sang the Dolphin, “Because I am brave.” Who will bring me the secrets of night?

“I,” called the Bat. “By the moon's silver light.”

Who will bring me the scent of the flower?

“I,” hummed the Bee. “By the sun's golden power.” Who will bring me the waterfall's gleam?

“I,” sighed the Minnow. “By river and stream.” Who will bring me the strength of the small? “I,” cried the Spider. “When webs line your wall.” Who will bring me the shiver of snow?

“I,” howled the Wolf Cub. “When icicles grow.” And who will bring me a nest, furry warm?

“I,” squeaked the Rat, “When we hide from the storm… But who will care for the treasures we give?

“I,” said the Child.

Poem 2:

• The Rhythm of the Life (Hands on the Walls) by Michael Rosen

• Watch this performance:

https://www.youtube.com/watch?v=N4sCaAFkcwI

Let’s read it together

The Rhythm of Life by Michael Rosen

Hand on the bridge

feel the rhythm of the train. Hand on the window

feel the rhythm of the rain. Hand on your throat

feel the rhythm of your talk. Hand on your leg

feel the rhythm of your walk. Hand in the sea

feel the rhythm of the tide.

Hand on your heart feel the rhythm inside. Hand on the rhythm

feel the rhythm of the rhyme. Hand on your life

feel the rhythm of time. hand on your life

feel the rhythm of time hand on your life

Poem 3

Football Mad by Benjamin Zephaniah the poet.

• Watch this performance:

http://poetrystation.org.uk/poems/football-mad

Let’s read it together

Football Mad by Benjamin Zephaniah

Oh no, bless my soul!

Clever Trevor scored a goal

So he runs up the pitch and wiggles his botty He gets kissed by ten men all sweaty and snotty He's waving his fist to the queen who just stares The lad's going crazy but everyone cheers

Now, whacha doing? He's chewing the cud Now, whacha doing? He's rolling in mud Now, he is crying I think he's in pain Now what's he doing? He's smiling again

Oh no, bless my soul!

Clever Trevor scored a goal He's doing gymnastics

He's doing some mime

He's kissing the ground for a very long time He's now on his back with his feet in the air

And he's gone all religious and stopped for a prayer Did he pray for the sick?

Did he pray for the poor? No he prayed for the ball And he prayed to score

No-one, but no-one can restart the game Until Trevor has had his moment of fame Oh no, bless my soul!

Clever Trevor scored a goal He kicked the ball into the net How much money will he get?

Independent task:

Compare the poems

In your book write these subheadings:

What’s the same?

What’s different?

They all have …. X ……..

Compare these features (tick off feature as you go):

How many stanzas?

Rhyming words?

Repetition?

Perspective (1

, 2

or 3

person)?

Choose one poem:

How much did you enjoy it?

I enjoyed … because

Plenary

How did you do ?

How many stanzas

Rhyming words

Repetition

Perspective (1

, 2

or 3

person)

How much did you enjoy them?

What are they about?

What’s the same?

What’s different?

They all have stanzas, rhyming words,

repetition.

The Treasures and The Rhythm of Life

have two line stanzas and the first lines

repeat on every stanza.

The Treasures is written in first person (I)

The Rhythm of Life is third person (your)

Football Mad is written in second person.

Maths lesson today:

LO: to understand that using grouping or sharing to divide

gives us the same result as 'times less' and place value division

Maths lessons this week:

Monday Live Tuesday Live Wednesday Thursday Recorded Friday Recorded

Grouping or sharing to divide gives us the same result as 'times less' and place value division.

Derive new facts from multiplication facts. Consolidate multiplication and division. To multiply a 2-digit number by 3, 4 or 5 (no re-grouping) To multiply a 2-digit number by 3, 4 or 5 (re-grouping)

Maths

LO: to understand that using grouping or sharing to divide

gives us the same result as 'times less' and place value

division

Do now

Do as much in 5 minutes only

Draw a place value chart in your book (HTO columns)

Division: draw the counters for the whole number and ‘move’

them to show 100 or 10 times smaller.

Multiplication: draw the counter for the whole number and

‘move’ them to show 10 times greater.

Answers

6

500

6

lots of

equal part

strategy

groups of

group

inverse

New learning:

Whole, equal part, inverse, group, groups of, lots of, strategy

Fact family for this

array:

1) 3 x 5 = 15

2) 5 x 3 = 15

3) 15 ÷ 3 = 5

4) 15 ÷ 5 = 3

Talk Task

Whole, equal part, inverse, group, groups of, lots of, strategy

500

÷ 100 = 5 (check inverse 5 x 100 = 500)

Whole, equal part, inverse, group, groups of, lots of, strategy

Hundreds

Tens

Ones

500

÷ 100 = 5 (check inverse 5 x 100 = 500)

Division on a place value chart

Talk Task

Whole, equal part, inverse, group, groups of, lots of, strategy

Grouping

Choose a calculation (for example

60

÷ 10 = )

.

Represent the whole

(in red)

by drawing groups of 10

because I am dividing by 10. How many groups? 6

Check your answer using the inverse (6 x 10 = 60)

Think about what you already know.

How does this help you?

60

÷ 10 =

80

÷ 10 =

200

÷ 100 =

800

÷ 100 =

500

÷ 100 =

400

÷ 100 =

Whole, equal part, inverse, group, groups of, lots of, strategy

Answers (inverse in brackets)

60

÷ 10 = 6 (6 x 10 = 60)

80

÷ 10 = 8

(8 x 10 = 80)

200

÷ 100 = 2 (2 x 100 = 200)

800

÷ 100 = 8 (8 x 100 = 800)

500

÷ 100 = 5 (5 x 100 = 500)

400

÷ 100 = 4

(4 x 100 = 400)

Develop learning:

Whole, equal part, inverse, group, groups of, lots of, strategy

300 ÷ 100 = 3

How can we represent this calculation?

Do we know more than one way?

There are three ways:

• Grouping (100 groups)

• 100 times less

https://forms.office.com/Pages/ResponsePage.aspx?id=KbjZ4R aYVEydnK3i2OOqbpnGlN9fXOpLjCBc95l74MBUQVBISEwxMVFR QkFQWE04UUYyNDlBUlMwSC4u

Independent task ‘HAND IN’

Copy the link and

complete the online questions

Science Lesson 6

LO: to explain that magnets attract some materials.

• Success criteria:

• I can identify materials that are attracted to magnets.

• I can use the force of magnetic attraction to design and make a

magnetic game.

• I can explain how a magnetic game works by attracting materials.

• I can evaluate how effective my partners game is.

How did you do ?

Answers

1. iron,

nickel or

cobalt

2. Repel

3. Horse

shoe,

button.

4. No

5. Yes

6. Yes

New learning:

Magnets have a magnetic field around them that produces a pulling

force on some materials.

This pulling force can go through other materials such as paper or

wood.

Try it - place a magnet behind a piece of paper and see if a paper

clip is attracted to the magnet through the paper.

Talk Task:

Fold the paper over. Is the paper clip still attracted to the

magnet through the paper?

Fold the paper again to make it thicker. Is the paper clip still

attracted to the magnet through the paper?

Develop learning:

Magnets are used in everyday items (e.g. compass, fridge, sorting

coins in a vending machine, laptop lid).

Magnets are also used in toys and games.

You are going to be making a magnetic game.

Magnet Maze

Making a maze on a bottle –

then using a magnet to move an

item inside the bottle around the

maze

Magnetic materials

• Magnets are attracted to some metals, but not others.

• Magnetic materials include iron, nickel and metals

that contain them. This includes some steels.

• A 1 pence coin is made from copper-plated steel.

• Place a magnet next to a 1 pence coin. What

happens?

Making a magnetic maze

• Use a marker pen to mark the start and

finish points of your maze on the bottle.

• Draw your maze or track layout linking the

start and finish points.

• You can use different coloured pens to make

your design look more interesting.

• Remember to use all sides of the bottle, going

around it – make your maze as hard or

easy to complete as you like!

Draw maze layout Mark finish point Mark start point

Testing your maze

• Place your 1 pence coin into the bottle

at the start point.

• Place your magnet on the outside of

the bottle, also at the start – the

magnet should attract the coin.

• Use your magnet to guide the coin

along the track to complete the maze!

Now Try This …

• Try replacing the coin with a ball bearing, a paper

clip, a plastic coin and a small piece of wood.

• List which ones work well and which do not. Why do

you think this is?

• Try drawing different maze layouts and use

different sized bottles to create a range of products!

Be creative!

Evaluating: HAND IN THIS WITH PHOTO OF GAME

Evaluate you game after playing.

This game works well because …

I have used the magnet so that the player can …

The magnet attracts the … so that it moves.

I enjoyed playing this game because …

It would be even better if …

Storytime

Well done for completing today's learning.

Grab a drink and snack, find somewhere cosy to sit and

listen to Story time. Who will be reading to you this time?!

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