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Hobletts Manor Junior School

Hobletts Manor Junior School

Learning and Achieving Together

Amber

Welcome to Year 3 and Team Amber

Your teachers are Miss Smith & Mrs Bollen

Your teaching assistant is  Mrs Botha

Home Learning Update June 13th July 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities, our last this year, that supplement those previously offered and can still be seen below.

 

 

Each and every day you may like to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

Please remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on finding the perimeter of both 2D shapes and compound shapes. We will also be looking at answering perimeter word problems. There is a video of Miss Smith modelling these tasks and methods to you on the Hobletts Manor Junior School website under the heading families and on video resources. There are also attached documents/worksheets for each activity that you can use in the additional documents section.

 

Remember we have books in school if you need them to record your calculations and answers. If you do not have a printer and would like a worksheet, please email the year three-email address and we can print them out for you and leave in the office at the front of the school. We can provide stationary too. The video below explains working out the perimeter of a shape in more detail - https://www.bbc.co.uk/bitesize/topics/zvmxsbk/articles/zsr4k7h

Activity 1: Calculating the perimeter of both squares & rectangles.

Looking at the attached document below, the squares and rectangles are divided into centimetre squares. Can you calculate the perimeter of the different shapes below? The shapes on the attached document are not drawn to scale. Remember to look at Miss Smith’s video to see how to work out the perimeter.

 

Activity 2: Calculating the perimeter of different shapes.

Looking at the worksheet attached below (Activity 2) Can you work out the perimeter of the different shapes below by adding up the lengths of each side of the shape? Write the answer next to each shape and remember that these drawings are not drawn to scale. There are squares next to each shape to do your working if needed.

 

Activity 3: Calculating the perimeter of a compound shape.

A compound shape is a shape that is made up from more than one other shape; for example, it could be an L shape that is created from joining two rectangles. The compound shape below on the attached document (Activity 3) has been made from two squares. The shapes on the attached document are not drawn to scale, the compound shapes have been divided into centimetre squares on page one, and on page 2, each length of the compound shape has been written down. Can you calculate the perimeter of the different compound shapes on the attached worksheet?

 

Activity 4: Perimeter word problems.

Can you have ago at answering the different perimeter word problems on the attached document below? (Activity 4) Remember to show your working when answering the questions and remember you can always use column addition when adding the lengths together. The shapes are not drawn to scale. I have also written the word problems below:

  1. A farmer wants to put a fence around a piece of land to keep his sheep away from his cows. One side of the fence is 12m, the second side is 11m and the third side is 13m. What is the total perimeter of the fence?
  2. Oliver wants to measure the perimeter of his bedroom. His bedroom floor is an exact square and one side measures 4m. What is the perimeter of Oliver’s room?
  3. Andy has baked a rectangular cake and wants to place a ribbon around the perimeter. He uses a ruler to measure each side and he writes down the measurements of 24cm, 14cm, 24cm and 14cm. How much ribbon does he need to go all the way around the cake?
  4. Ellie wants to run around the perimeter of the rectangular school field. The two long sides are each 80m long and the two short sides are each 35m long. How far will Ellie travel if she ran around the perimeter of the field?
  5. Katie has a hexagonal fish tank. She wants to buy a strip of fake plants to stick around the perimeter of the tank. All the sides measure 11cm each. How many centimetres of the fake plants will she need to buy to stick all the way around the fish tank?

 

Activity 5: To learn to solve problems including perimeter.

Drawings of different dinosaur enclosures have been given to Professor Lockhart.  He needs to know which enclosures will fit the different dinosaurs.  Can you help him by calculating the perimeter of each enclosure? (diagrams of enclosures are on the attached document below – Activity 5) Write inside each enclosure, which dinosaurs could fit.

  • Stegosaurs needs a cage with a perimeter fence between 121m and 130m.
  • T-Rex needs an enclosure of exactly 100m perimeter.
  • Triceratops needs a cage with a perimeter bigger than 50m but smaller than 100m.
  • Brontosaurus needs a perimeter fence bigger than 100m.
  • Baryonyx needs a cage with a perimeter fence between 80m and 95m.
  • Velociraptor is a small dinosaur and needs a cage with a perimeter of less than 50m.

 

Before deciding which dinosaurs will fit into each enclosure, you need to work out the perimeter of each enclosure.

 

Activity 6: Challenge/Extension Activity.

How many different rectangles can you draw with a perimeter of 16cm? On the attached document below (Activity 6) there is some square paper dividing into centimetre squares to help you draw your different rectangles. I wonder how many there are?

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers. If you have any questions, please contact us via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

To learn to find the perimeter of 2D shapes.

 

To learn to find the perimeter of compound shapes.

 

To learn to answer perimeter word problems.

English

Week 7: Get to know me!

This week we would like you to create a personal profile, which is all about you; your likes, dislikes, and anything else you think is important to know. These profiles are great to get you thinking about your new school year and the things you may want to improve or do differently.

 

Activity 1: All about me.

For this activity, you will start by drawing a picture of yourself. First, think about your face. Try using a mirror to get all the features just right. Then, think about the finer details of your drawing to make it as much like you as possible. For example:

  • What will you be wearing? Your uniform, a football kit, your pyjamas?
  • What might you be holding? A book, a football, a paintbrush, or a game controller?

When your drawing is complete, we would like you to write a short paragraph underneath your picture that is all about yourself! Think about the things that you consider being fun, interesting, or special about you. For example:

  • Do you play for a football team?
  • Do you have brothers and sisters?
  • What do you enjoy doing? Reading, baking, painting, playing game?
  • Do you have a fun fact? (I can touch my nose with my tongue!)

Start with introducing yourself, your name, age and maybe where you are from. Then think about your interesting facts. 

Remember to:

  • Write in full sentences (capital letters and full stops)
  • write in first person using (I)

Then, Page 2 asks for more information. Some of these you might have discussed in your paragraph but that is ok! Work through each section and complete the boxes. For this activity, you do not need to use full sentence but instead, try using bullet points.

Use the attachment below, Activity 1_All about me, to complete the activity

 

Activity 2: Proud cloud

For this activity, we would like you to think about all the things you have achieved this year. Things that make you proud. These can be either in school or at home, i.e.

  • Achieving the reading challenge.
  • Learning all your times tables.
  • Making new friends.
  • Stay positive in lockdown.
  • Trying a new food.
  • Helping out at home.
  • Learning to tie your shoelaces.
  • Doing exercise every day. 

You will then write your achievements into the clouds to create your own proud cloud!

Remember to:

  • Use full sentences - capital letters and full stops.
  • Write in past tense.

Use the attachment below, Activity 2_cloud template. When you have completed your clouds cut them out and stick them onto the rainbow attached, Activity 2_rainbow.

Once completed you will have your very own proud cloud to look back on all your achievements this year!

 

Activity 3: My goals

For your next activity, we would like you to think about your goals for next year. These are things you would like to achieve. Again, these can be in school or at home. For example:

  • Learning all your times tables
  • Reading a book with no pictures
  • Making a new friend
  • Learning a new skill
  • Learning a language

Remember to:

  • Write in full sentences (Capital letters and full stops).
  • Write in future tense, i.e. Next year I would like to.. Next year I will.. I aim to...

Use the attachment below, Activity 3_My goals, to complete the activity.

 

Activity 4: A special message

Finally, we would like you to come up with a special message for your new teacher. This can be anything you would like to say. Maybe, how excited you are for the new year. Alternatively, something you are feeling a little nervous about (which is normal because changes can make us all nervous!) You may also want to include a question. Maybe asking about your new classroom or the topics you will be focusing on next year. The choice is yours!

Remember to write in full sentences and use a question mark if needed!

Then, we would like you to write a special message to yourself. Something that is important to you for the new school year. This may be as simple as, stay positive or try your best. Again, the choice is yours.

Use the attachment below, Activity 4_A special message, to complete the activity.

Use this time to reflect on the past year and the things you want to achieve next year!

 

Activity 5: Mystery game

For this activity, you need to imagine you are a detective! You have been hired as the chief inspector of Hemel Police to solve the case of Mr McGregor’s missing Carrot!

Use the attachment below, Activity 5_Mystery game, to complete the task and solve the mystery!

All the instructions you need to follow can be found on the front page of the story case file.

Good Luck!

To learn to write a paragraph about myself using all the correct punctuation.

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Geography

Rivers and Seas

This week we are going to be identifying the different rivers and seas that are around the UK.

 

Activity 1

To start we would like you to use an atlas or google maps to help you label the different seas around the country. The seas are:

  • Irish Sea
  • English Channel
  • North Sea
  • Atlantic Ocean

What clues might help you to label each of the seas?

 

Activity 2

Now we would like you to use an atlas or Google Maps to help you label the different rivers around the UK. They are numbered on the map of the UK and the list is available on the second sheet – write the numbers of their location next to each river.

Challenge – Which seas do each of the rivers flow into?

To learn to identify the rivers and seas locations throughout the UK

Art

This week we would like you to use the skills you developed in art to create your own pointillist painting inspired by the artist Georges Seurat who painted many seascapes and river scenes, using pointillism.

Follow the directions below to help you:

  1. First, lightly sketch the image to be painted. (Seurat often painted river and seascapes, although images of flowers would also work well using this technique)
  2. Then, use cotton buds to dot paint onto the paper.
  3. To colour mix –
    1. You can create green by overlapping blue and yellow dots.
    2. You can lighten and darken colours by using white or black dots of paint with other colours. Lighter tones can also be created by applying less paint.
  4. Try to make the dots as close together as you can to allow the colours to mix.

While completing your work make sure you step back to check the overall effect from a distance.

To learn to develop art skills for pointillism.

PSHE

Transition tasks

This is your last week as year 3 so we thought it would be good to think about our dreams and identify what you are looking forward to in year 4!

 

Activity 1

To start with we would like you to think about the year you have had. Although it is not the year you thought it would be, there have been many amazing things we have done and learnt about together. We would like you to complete the My School Year Memory Page. What have been your favourite memories of year 3?

 

Activity 2

We would like you to read the story on The Carrier Bag Of Concerns PowerPoint then complete your very own Carrier Bag of Concerns following the steps below:

  • You can decorate your bag however you wish.
  • Write down your concerns or any questions you have about starting in a new class.
  • Put your concerns or questions into your bag.
  • As a class, go through the concerns and questions you have. You may wish to work in pairs, taking turns to share them with each other.
  • Your teacher can answer your questions, reassure you about your concerns and tell you what it will be like in the new class.
  • You may even wish to combine your concerns into one class bag and pass this bag onto your new teacher.

To identify what I am looking forward to when I am in Year 4.

PSHE

This week, we are talking about our thoughts and feelings, our bodies and the world around us.

 

Activity 1: Think about what it means to be in the present moment and jot down your ideas, how you might be feeling and draw some pictures. Think about mindfulness and how you feel during these times.

 

Activity 2: Have a look at the mindfulness activities and talk about them with someone at home or in school. Note down the activities that you could try and have a go!

 

We love seeing your work so remember to send it to: year3@hoblettsjm.herts.sch.uk

We can share your work on the school’s blog and you can see what your friends have been up to: https://hoblettsmanorjunior.primarysite.blog/

To understand what it means to be in the present moment.

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

To learn new skills and mastery points.

 

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email.

                                                  Home Learning Update June 6th July 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below.

 

Each and every day you may like to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on a formal written method that will help you become more confident to calculate a 2-digit number by a 1-digit number. We will also be looking at answering multiplication word problems, which requires you to use a formal written method. It will also give you the opportunity to practise your times tables. There is a video of Miss Smith modelling these tasks and methods to you on the Hobletts Manor Junior School website under the heading Families and on Video Resources. There are also attached documents/worksheets for each activity that you can use in the additional documents section.

 

Remember we have books in school if you need them to record your calculations and answers. If you do not have a printer and would like a worksheet, please email the year three-email address and we can print them out for you and leave in the office at the front of the school. We can provide stationary too.

Activity 1: Multiplication word problems.

Looking at the attached document below, can you answer the word problems by writing out the multiplication sum and working out the answer? If you are unsure of the answer, you can always draw pictures to help you find the answer. Below are the questions which are on the attached document:

How many wheels would 9 tricycles have?

Hannah is a keen archer. One day she shoots 5 arrows. Each arrow scores an 8. What is her total score?

Cinema tickets cost £8. Six people go to see a film. How much will they pay altogether?

A carpenter makes tables. He is planning to make 12 tables with 4 legs. How many legs will he need?

There are 8 chocolates in a bag and Joseph has 6 bags to sell. How many chocolates are there is total?

Sarah gets £4 pocket money from her parents every day of the week if she does all of her chores around the house. How much pocket money would she get in a week?

The farmer plants carrots in rows of 9. He decides to plant 7 rows of carrots. How many carrots are there in total?

Joe plants 5 bushes in his garden. Each bush blooms 6 flowers. How many flowers are there in total?

How many wheels would 11 motorbikes have?

If 7 taxis arrive at the party at the same time, each carrying 5 passengers, how many guests arrive at once?

While playing a dice game, Robert managed to throw nine 5s in a row. How many did he score altogether?

All 12 judges gave the dancer a score of 10. How many did she score altogether?

12 people came to the theatre and they all paid £5 each to get in. How much were the ticket sales altogether?

 

Activity 2: Formal written method for multiplication - no regrouping.

On the worksheet attached below, there are different questions to answer using a formal written method with no regrouping. Remember to look at the video Resource Centre on the website where you can see Miss Smith modelling this method. Below are also the questions which are on the attached document however we would like you to work them out using the formal written method:

 

34 x 2 =

5. 23 x 2 =

22 x 4 =

6. 21 x 4 =

33 x 3 =

7. 13 x 3 =

23 x 3 =

8. 20 x 4 =

 

Activity 3: Formal written method for multiplication – with regrouping.

On the worksheet attached below, there are different multiplication questions to answer using a formal written method with regrouping. Remember to look at the Video Resource Centre on the website where Miss Smith will be modelling this method. Below are also the questions which are on the attached document however we would like you to work them out using a formal written method:

 

83 x 2 =

36 x 2 =

52 x 4 =

29 x 3 =

43 x 3 =

66 x 4 =

81 x 2 =

78 x 4 =

83 x 6 =

95 x 2 =

14 x 7 =

55 x 5 =

 

Activity 4: Multiplication word problems using a formal written method.

On the document attached below (Activity 4) there are a number of different multiplication word problems with a section to do your working out. Below are the questions that are on the attached document. Can you use a formal written method to work out the answers?

 

There are 15 biscuits in a packet. A customer orders 4 packets. How many biscuits will be in their 4 packets?

A school buys 32 boxes of pencils. Each box has 4 pencils. How many pencils has the school bought?

A wholesaler sells apples in packets of 37. A grocer buys 5 packets of apples. How many apples has the grocer brought altogether?

It takes 18 minutes to make a toy car. How many minutes will it take to make 9 cars?

 A machine makes 16 dice every minutes. How many dice will the machine make in 5 minutes?

A cinema has 33 seats in each screen. How many seats are there in 8 screens?

Eggs are sold in trays of 24. In a day, a farmer sells 8 trays. How many eggs does he sell in one day?

A bag of nails contains 63 nails. A hardware store has 4 bags. How many nails are in the 4 bags?

There are 27 children in a class. Each child has 8 schoolbooks in their book bag. How many books do the children have altogether?

A school football match has an average attendance of 18 parents to watch each match. What is the total attendance of parents for 7 matches?

 

Activity 5: Checking Miss Smith’s answers.

Miss Smith has answered the questions on the attached document below (Activity 5) using a formal written method. Can you check if she has the questions correct by completing each question again using a formal written method next to her calculation? If Miss Smith has made a mistake, can you identify what she has done wrong? There is an example on the attached document below for you all to have a look at.

 

Activity 6: Challenge Activity/Extension Activity.

There are a number of different multiplication sums on the attached document below (Activity 6) with missing numbers in the calculation missing. Can you look at the calculations carefully and work out what the missing number is? Remember to look at Miss Smith’s video to help you.

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers. If you have any questions, please contact us via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

 

To learn to use a formal written method to multiply a 2-digit number by a 1-digit number.

 

To learn to answer multiplication word problems using a formal written method.

English

Traditional tales

Think back to the characters you created and the new ending to your story. You will now be writing up your traditional tale using your plans from last week.

When writing a story remember to:

Use capital letters and full stops.

Paragraphs.

Inverted commas for speech.

Past tense verbs – it’s already happened (lived, skipped, ran, whispered, yelled) https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z3dbg82

 

Activity 1: Introduction

First, you will write the beginning of your story. This is the most important part as it introduces your characters and the setting. What you need to think about for this activity is the use of powerful adjectives. Adjectives are words which describe something. These are vital to help the reader visualise your story.

Use the link below to explain adjectives in more detail: https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zy2r6yc

You will use adjectives to describe your setting and characters as you introduce them. For this activity, you will need a piece of paper to write up your Tale.

Use the sheet below, Activity 1_sentence starters, to help you get started. You can also use the example attached below (Activity 1_starter example) for more help.

 

Activity 2: The middle/problem

What happens next? Now you have introduced your good character, think about what happens next. This is the part where we usually meet the ‘bad’ character, and something goes wrong!

For this activity, you will continue with your writing yesterday, moving onto the next part of your story. Remember to leave a line before starting your new paragraph!

Below is an example to help you (Activity 2_ writing example). You can also use the, Activity 2_sentence opener mat, to give you some ideas for sentence starters.

For this activity, you will also need to remember the use of inverted commas. These are used to show that someone is speaking. Use the link below to explain inverted commas in more detail: https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/ztcp97h

 

Activity 3: The ending

How does your story end? You have now completed the introduction and middle of your story. All that is left is for you to write the ending! How is the problem solved? It is up to you how your story ends but remember, traditional tales usually end happily ever after.

For this activity you will continue with your piece of writing from yesterday. Remember to use full sentences, capital letters and full stops, as well as adjectives and inverted commas!

You can use the attachment below, Activity 3_example ending, to help you.

 

Activity 4: Checklist

Use the attachment below, Activity 4 _checklist, to read back over your story and check it makes sense. You are checking for punctuation: full stops and inverted commas, as well as elements of a traditional tale i.e. characters and setting.

Finally, you will rate your story out of 10. What do you think was good about your tale? Maybe you used lots of powerful adjectives to describe your characters. What do you think you could improve? Maybe, the use of inverted commas for speech.

Use the checklist to help you answer the questions.

 

Challenge: Look back at where your characters are speaking. Have you used the word, said? If so, replace it with a more exciting word to improve your writing! I.e. growled, sang, whispered, yelled, called, asked, answered, and bellowed.

 

To learn to write a traditional tale.

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Science

This half term we are continuing our learning about Forces and Magnets.

 

Activity 1

Can you watch the following BBC bitesize video to understand Magnets?

https://www.bbc.co.uk/bitesize/topics/zyttyrd/articles/zpvcrdm

Then complete the question and quiz below the video.

 

Activity 2

Using everything you have learnt by watching the BBC bitesize video above can you complete the Exploring Magnets worksheet.

 

Activity 3

Can you watch the following BBC bitesize video to understand which materials are magnetic?

https://www.bbc.co.uk/bitesize/topics/zyttyrd/articles/zw889qt

Then complete the question and quiz below the video.

 

Challenge

Could you create a magnetic game? You can use the magnetic game worksheet to help you design it.

Some ideas to help you:

 

Racing Game

You could draw a racetrack on card or paper. Cut out cardboard people or cars to race on the track, and attach a paper clip to each one. By holding a magnet under the track, you can control a racer and move it around the track.

 

Fishing game

You could draw a pond on cardboard, or use a bowl or tray. Cut some fish shapes out of cardboard and attach a paper clip to each one. Place them in your pond. Tie a magnet to a straw with a length of string to make a fishing rod. Use the fishing rod to catch fish from the pond.

 

Magnetic maze

You could draw a maze on a piece of card. Hold a magnet under the card and try to guide a paper clip around the maze. Can you find your way to the centre, or make your way out?

 

 

To understand the forces of attract and repel.

 

RE

This week we would like you to learn about the Muslim custom of The Hajj.

 

Activity 1

We would like you to start by completing the reading comprehension on The Hajj that is attached at the bottom of this week’s work. First, you need to read the information, and then answer the questions. Remember to find the answers in the text.

 

Activity 2

To ensure you know and learn the key vocabulary linked with The Hajj, we would like you to complete the word search that is attached below this week’s work.

 

Activity 3

Now you know all of this information about the Muslim custom of The Hajj, we would like you to write a script where you are a presenter for a new TV show and you are interviewing a family that has taken part in The Hajj.

Your script should:

Introduce the family and explain how they travelled;

Ask the family to explain what the Hajj is;

Ask the family to describe why Muslims make this journey;

Ask about the family’s thoughts and feelings about making the pilgrimage.

Remember to…

Put the names of the speakers on the left with a colon after them

Write down what each person says next to his/her name. You do not need to use speech marks.

If a person does something, underline it or type it in italics to make it stand out.

 

Here’s an example:

Presenter: Hello, good evening and welcome to ‘Religion Today’. Today we are looking at a Muslim custom called The Hajj. In the studio with me, I have Mr Khan and his family who will be telling us their experiences of the Hajj. Welcome to you all.

Family: Thank you!

Presenter turns to Mr Khan.

Presenter: Firstly, Mr Khan, I wonder if you could start by telling us a little bit about the Hajj…

 

There is a writing frame to help you at below this week’s work.

To understand important religious festivals.

Art

 

This week, we would like you to evaluate the art work you completed in week 4. You can use the following sentence starters to help you write your evaluation…

I think my painting is…

It looks…

I enjoyed…

… was easy because…

… was difficult because…

It makes me feel…

I would change…

I could have done… better because…

 

Challenge

Using everything you have learnt this half term could you create a painting of your favourite thing? It could be a unicorn, a car, a football etc.

Think about what you would have done better for your painting above and try to improve this in your new painting.

 

You will need…

Cotton buds (Or the wrong end of a paint brush, or a stick, or anything that creates a dot)

Paint (in a variety of colours)

Paper

If you don’t have paint you could also use felt tips, chalk or coloured pencils – drawing lots of little dots

Steps to success for creating aboriginal art…

Remember to…

Use a cotton bud to create dots.

Use different colours in each section

Add simple dots to the outside.

Choose colours carefully

Add patterns in and around the animals.

 

To learn to evaluate my own art work.

PSHE

This week, we are talking about giving, including how we can give our time, words and kindness. Have a look at the attached NHS wellbeing worksheet.

 

Activity 1: Have a think about something that someone has given you and how it made you feel. You could also think about something that someone has said or done to make you feel good.

 

Activity 2: Use the space on the NHS wellbeing worksheet to jot down how you can give your time, words and kindness to someone else. You could also say what positive effects it had on that person if you try them.

 

To understand that giving to others can improve their wellbeing

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

To learn new skills and mastery points.

 

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email.

 

 

Additional Home Learning Documents 6th July

Home Learning Update June 29th June 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below.

 

 ‘Consistent routines are important for behaviour and wellbeing in school and our routines at home have changed significantly. Routines support behaviour and you will be finding a new rhythm with your family. You could share this checklist with your child. Talk to them to help them plan their new routines.’ (EEF Supporting Home Learning Routines, Planning the Day)

 

Each and every day you may like to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

In order to further support Home Learning routines, please do also remember the document produced by the Education Endowment Fund (EEF) remains available to you

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on pictograms. This week’s activities will help you become more confident with answering questions based on a pictogram and drawing a pictogram from given information. There is a video of Miss Smith modelling these tasks and methods to you on our website under the heading Families within the Video Resources Centre. There are also attached documents/worksheets for each activity that you can use in the additional documents section.

 

Remember we have books in school if you need them to record your calculations and answers. If you do not have a printer and would like a worksheet, please email the year three-email address and we can print them out for you; we can also provide stationary too.

 

Activity 1: True or False.

Looking at the different pictograms on the attached documents below, can you identify whether the different statements are either true or false and circle the correct answer? Remember to always look at the scale for the pictogram. There are three pictograms and three sets of statements on the attached document. If you do not want to print the worksheets, you can record whether each statement is true or false in a book or on a piece of paper.

 

Activity 2: Interpreting data.

On the worksheet attached below are three different pictograms with questions related to each one. Can you answer the questions by looking at the pictograms carefully to work out the answers? Remember to always look at the scale carefully. We have also put the questions below but you will need the pictograms to look in order to answer the questions.

 

Pictogram 1:

  1. How many cars were outside the school?
  2. How many vans were outside the school?
  3. What was the most popular vehicle outside the school?
  4. Which type of vehicle is the least popular?
  5. How many Bicycles were outside the school?
  6. Can you order the type of vehicle outside the school from most popular to least popular?
  7. Why do you think Bicycles were the least popular vehicle seen?

 

Pictogram 2:

  1. Which colour was the most popular?
  2. Which colour was the least popular?
  3. If a circle represents two children, how many children would half a circle represent?
  4. How many children said blue was their favourite colour?
  5. How many children said purple was their favourite colour?

 

Pictogram 3:

  1. Which pizza is the most popular?
  2. Which pizza is the least popular?
  3. How many children chose Hawaiian as their favourite pizza?
  4. If one slice of pizza represents four children, how many children would half a slice of pizza represent?
  5. How many children choose vegetarian as their favourite pizza?

 

Activity 3: Interpreting data with addition and subtraction.

On the worksheet attached below, there are two pictograms with questions to answer for each one. Can you answer the questions by looking at the pictogram carefully? Remember to always look at the scale on the pictogram; you will need to use addition and subtraction to work out the answer. We have also put the questions below but you will need the pictogram to look at in order to answer them.

 

Pictogram 1:

  1. How many vanilla and chocolate ice creams were sold on Saturday altogether?
  2. What was the total number of mint choc chip and strawberry ice creams sold?
  3. How many less strawberry ice creams were sold than chocolate ice creams on Saturday?
  4. How many ice creams were sold altogether on Saturday?
  5. How many more vanilla ice creams were sold compared to mint choc chip and strawberry together?

Pictogram 2:

  1. How many children had brown and blue altogether?
  2. How many children are there in Year 3 altogether?
  3. How many more children had brown eyes than green eyes in Year 3?
  4. How many more children had hazel eyes than green eyes?
  5. How many more children had brown and blue eyes compared to green and hazel?
  6. How many children have hazel, blue and green eyes altogether?
  7. How many children would half an eye represent? Would this work? Why?

Activity 4: Drawing pictograms.

On the document attached below (Activity 4), there are different pieces of information and blank pictograms. Can you read the information in the table and then complete the pictogram using this information? Remember to make sure you look at the scale carefully. If you would prefer, use your own scale after looking at the information provided.

 

Activity 5: Conducting your own research and drawing a pictogram. Can you conduct your own research to a question of your choice and present your results in a pictogram?

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers. If you have any questions, please contact us via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

To learn to read different pictograms.

 

To learn to interpret data from looking at pictograms.

 

To learn to answer questions on pictograms using addition and subtraction.

 

To learn how to draw a pictogram from given information.

 

To learn to conduct our own research and draw a pictogram.

English

Traditional tales

This week, we are looking at traditional tales and writing our own. A traditional tale is a story that has been told and retold for many years, making them very well known. They are commonly based on magic, set in faraway kingdoms, using characters such as prince and princesses, monsters, fairies and talking animals. These stories often follow the same pattern, where a problem occurs and is overcome. They also begin with, once upon a time and finish with, happily ever after.

Can you think of any traditional tales?

 

Activity 1: Starter activity – Traditional tales

As your first activity, we would like you to familiarise yourself with some traditional tales. This will help us to when we come to create our own later in the week. Use the attachment below, Activity 1 name the tale, to complete the task.

  • Firstly, try a name the characters you recognise – do not worry if there is some you do not know.
  • Then, read the different descriptions and try to name the tale!
  • Finally, check your answers against the answer sheet.

Can you think of any different tales? 

Your next job is to now compare the tales you have looked at in more detail, considering what is the same and what is different about them. Use the attachment, Activity 1 Comparing Tales, to help you.

 

Activity 2: Read and unpick

Next, we would like you to read and unpick some traditional tales. Below is an attachment with three different, well-known stories (Activity 2 Tales to Read). Your job is to read the stories and pick out the key bits of information stated in the grid below.

Use the attachment, Activity 2 Answer Grid, to complete the activity.

 

Activity 3: Your turn!

We would now like you to begin thinking about your own character for your story. Usually, in a traditional tale, there is always a ‘good’ character and ‘bad’ character. Today you will be thinking about the ‘bad’ character.

First, choose a character you would like to change. You can use one from a different tale if you wish.

  • The wolf – Little Red Riding Hood
  • The Giant – Jack and the beanstalk
  • The witch – Snow White
  • The troll – The Three Billy Goats Gruff

Your job is to create a new character for the story. For example, the wolf might become a two-headed lion, or the witch might become an evil King. The choice is yours! When you have decided, you will need to create a character profile using the attachment below, Activity 3 Character Profile.

Start by drawing your character and then write a paragraph describing both their looks and personality. Remember, this is the ‘bad’ character, so what words might you use? You may like to choose words such as evil, cunning, vicious, unearthly, wicked, devious, dreadful, mysterious, and ghastly. Also, think about their features you might describe, for example their face, hair, and clothes. Use as much detail as you can.

You can also use the adjective list to help (Activity 3 Character Description Word Mat).

 

Activity 4: Your turn!

Now that you have a’ bad’ character, you are going to need a ‘good’ one! Think about the story you chose yesterday. Try to stay with the same one or it could get very confusing! Your job now is to create a ‘good’ character. Below are a list of suggestions

  • Little Red Riding Hood
  • Jack
  • Snow White
  • The Three Billy Goats

For example, Little Red Riding Hood might become a fairy. Jack could be a talking piglet and the Three Billy Goats, could become three magical unicorns! Again, the choice is yours!

You will need to create another character profile, but this time for your ‘good’ character. Therefore, think about how the adjectives you use will change. I.e. kind-hearted, considerate, gentle, delightful, pleasant, magnificent. Again, think about the key features you might describe. Use as much detail as you can and the adjective list to help you.

 

Activity 5: Story planning – changing the ending

For your final activity, we would like you to write a plan for your story. Think about the story you chose – your job is to come up with a new ending for the tale!

The beginning and middle of your story will be the same as the original but will include your new characters. The ending however will be different and it is up to you what happens in the end.

Think about the new characters you have created. How might they change the story?

For example, Little Red Riding Hood who has been changed to a fairy is now magic. Therefore, she casts a spell on the two headed lion (wolf) when she arrives at Grandma’s house. At the end of the story, the two-headed lion is trapped inside Grandma’s clothes and runs away to hide in the forest forever!

Use the template, Activity 5 Story Plan, to help you. Remember a plan is a shortened version of the story, which includes the key points! Do not worry too much about adding detail yet. Focus on creating a clear beginning, middle and end!

To learn to write a traditional tale.

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Geography

Hills and Mountains.

This week we would like you to be identifying where hills and mountains are in the UK and understand how to find these areas on a map of the UK.

 

Activity 1

Complete the worksheet using the map to answer the questions about highest and lowest areas of the UK.

 

Activity 2

Complete the UK hills and mountains worksheet – identifying 10 areas of mountains and hills in the UK.

You can use the following websites

https://www.themountainguide.co.uk/          https://www.visitscotland.com/

https://www.visitwales.com/          https://www.britannica.com/place/Cumbrian-Mountains        https://www.northyorkmoors.org.uk/

 

 

To understand and find areas of high ground on a map of the UK.

French

Number 1 – 20

This week we would like you to focus on learning the numbers 1 – 20 in French.

 

Activity 1

To start we would like you to learn how to pronounce the numbers that mean 1 – 20 in French. We would like you to watch and listen to the song in the YouTube video https://www.youtube.com/watch?v=UsEz58BblMY then sing along with the characters.

 

Activity 2

Using what you learnt from the YouTube video. We would like you to create a poster explaining the numbers from 1 – 20. Below are the spellings for each number:

1 – un

11 – onze

2 – deux

12 – douze

3 – trois

13 – treize

4 – quatre

14 – quatorze

5 – cinq

15 – quinze

6 – six

16 – seize

7 – sept

17 – dix-sept

8 – huit

18 – dix-huit

9 – neuf

19 – dix-neuf

10 - dix

20 - vingt

 

Activity 3

How many objects worksheet.

Complete the worksheet, labelling the groups of objects with the amount in French.

 

Activity 4

French addition and subtraction sums worksheet.

Complete the addition and subtraction sums in French, the questions are in French you will need to write the answers using the French words.

 

To understand the numbers 1 - 20

PSHE

We are all different

This week we are learning about how different we all are.

 

Activity 1

Read the PowerPoint that explains how we are all different.

 

Activity 2

We would like you to explain how you are different. What makes you special? We would like you to write a poem that explains you are different.

You could include…

  • Hair colour
  • Eye colour
  • What you believe in
  • Any special talents that you have
  • What your favourite thing to do is.
  • What your favourite colour is
  • What your favourite food is.

 

Challenge

  • Could you create a poem about a family member or friend? Can you complete it without asking them anything or do you need to find more out about them to complete a poem?

 

Well Being Activities

Activity 1: Using the activity sheet attached, draw or write some of the activities or sports that you enjoy doing. You might like to say what you like about them too.

Activity 2: Think about new skills that you would like to learn. Can you think of any benefits of learning something new? You could draw or write about what you would like to do.

 

To understand and celebrate that we are all different.

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email.

Home Learning Update June 22nd 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below.

 

We hope you found the document produced by the Education Endowment Fund (EEF) that we shared with you last week useful in supporting your daily routine. This remains in the additional documentation for this week also for you to access.

 

Each and every day you may like to:

 

  • Undertake an activity to support your physical and emotional health
  • Read (independently, shared or paired). Enjoy a book, ebook or audio book
  • Rock! (Times table rock stars)  - set yourself a challenge within your family
  • Undertake a maths activity – this could be practical too, for example through cooking
  • Undertake an English activity
  • Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on bar charts. This week’s activities will help you become more confident with answering questions based on a bar chart and drawing a bar chart from given information. There is a video of Miss Smith modelling these tasks and methods to you on the Hobletts Manor Junior School website under the heading Families and within the Video Resource Centre. There are also attached documents/worksheets for each activity that you can use in the additional documents section below.

 

Remember we have books in school if you need them to record your calculations and answers. If you do not have a printer and would like a worksheet, please email the year three-email address and we can print them out for you and leave a pack for you at the front of the school. We can provide stationary too.

 

Activity 1: True or False?

Looking at the different bar charts on the attached documents below, can you identify whether the different statements are either true or false and circle the correct answer? Remember to always look carefully at the scale on the bar chart. There are three bar charts and three sets of statements on the attached document. If you do not want to print the worksheets, you can record whether each statement is true or false or discuss your thoughts with a family member.

 

Activity 2: Interpreting data.

On the worksheet attached below, there are three different bar charts with questions related to each one. Can you answer the questions by looking at the bar chart carefully to work out the answer? Remember to always look carefully at the scale on the bar chart. I have also put the questions below if needed but you will need the bar chart to look at to answer them.

 

Bar Chart 1:

  • How many Get Well cards were sold?
  • How many Thank You cards were sold?
  • What were the most popular cards sold?
  • Which type of card is the least popular?
  • How many Get Well cards were sold altogether?
  • Can you order the type of card sold from most popular to least popular?
  • Why do you think Christmas cards were the least of number of cards sold?

 

Bar Chart 2:

  • Which team scored the most goals?
  • Which team scored the least goals?
  • How many goals were scored by Arsenal?
  • How many goals did Chelsea score?
  • Which team scored the second most amount of goals?

 

Bar Chart 3:

  • Which fruit is the most popular?
  • Which fruit is the least popular?
  • How many children chose pears as their favourite fruit?
  • Can you write a title for this bar chart?
  • How many children chose apples as their favourite fruit?

 

Activity 3: Interpreting data with addition and subtraction.

On the worksheet attached below, there is a bar chart with questions to answer. Can you answer the questions by looking at the bar chart carefully? Remember to always look carefully at the scale on the bar chart; you may need to use addition and subtraction to work out the answer. I have also put the questions below if needed but you will need the bar chart to look at to answer them.

 

  • How many books did Year 2 and Year 3 read in total?
  • What was the total number of books read by Year 6 and Reception?
  • What is the total number of books read by Year 1 and Year 2?
  • How many fewer books did Year 2 read than Year 3?
  • How many fewer books did Year 5 read than Year 3?
  • Miss Key wanted her class to read 70 books. How many more books did Year 3 need to read?

 

Challenge:

  • Who read more books- Reception and Year 2 or Year 3 and Year 4?
  • Did Year 1 read more books than the total of books read by Year 6 and Year 2?
  • How many books did the children in the school read in total?
  • Mrs Richardson set a target of 300 books to be read by the whole school, did the children reach the target?

Activity 4: Drawing bar charts.

On the document attached below (Activity 4), there are a number of different tables and bar charts. Can you read the information in the table and then complete the bar chart using this information? Once you have completed the bars, you could colour them in. Remember to make sure you look at the scale carefully.

 

Activity 5: Conducting your own research and drawing a bar chart.

Can you conduct your own research to a question of your choice and present your results in a bar chart?

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers. If you have any questions, please contact us via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

To learn to read different bar charts.

 

To learn to interpret data from looking at bar charts.

 

To learn to answer questions on bar charts using addition and subtraction.

 

To learn how to draw a bar chart from given information.

 

To learn to conduct our own research and draw a bar chart.

English

Letter of persuasion

This week we are looking at persuasion in the form of a letter. When we write to persuade, we aim to convince the reader to do something. We do this by creating an argument based on reasons for or against the main point. For example, if you wanted to persuade the Queen to come to Hobletts, you would write a letter including all the reasons why she should attend. To support your argument, you may even use facts or quotes from other people.

Here is a useful link to the BBC website which explains persuasion in greater detail:

How to write a persuasive text: https://www.bbc.co.uk/teach/class-clips-video/english-ks1-ks2-how-to-write-a-persuasive-text/zkcfbdm 

 

Activity 1: Layout of a persuasive letter

Persuasive letters need to be structured correctly! The key features we need to include are:

  • Address of the author (the person who wrote it).
  • Address of the recipient (the person you are sending the letter to).
  • Dear and the recipient’s name followed by a comma. E.g. Dear Billy,
  • Main points broken up into paragraphs
  • Signed with the author’s name. E.g. From, Sam Smith.

For your first activity, we would like you to structure a letter that has been jumbled up! You must read each section carefully and decide where it fits best, in order for the letter to make sense. (You can cut and stick them down or write them out). Use Activity 1_jumbled letter, to complete the activity. When completed, check your letter against the layout guide below (Activity 1_ layout guide).

 

Activity 2: Unpicking a persuasive letter

For your next activity, you will read an example of a persuasive letter and answer some questions. This will help you to unpick some of the key features before you write your own. Use the attachment below, Activity 2 _ Example letter, to complete the activity. You may need to read the letter a number of times before answering the questions attached.

Here is a useful link to the BBC website which explains rhetorical questions:

What is a rhetorical question?

https://www.bbc.co.uk/bitesize/topics/zs4qn39/articles/z6cj7nb

 

Activity 3: Planning a persuasive letter

Next, we would like you to plan your own persuasive letter using the layout attached (Activity 3 _ letter planning). Before you start, you need to consider two things:

Who is your letter to and what are persuading them to do? You can use the suggestions below to help you or come up with one of your own.

  • A letter to Mrs Short to persuade her to stop home learning.
  • A letter to The Queen to persuade her to visit the school.
  • A letter to your favourite footballer to persuade them to run the school football team.
  • A letter to your favourite singer to persuade them to sing at your birthday party.

You can also use the attachment Activity 3_language support, for sentence starters and key words.

 

Activity 4: Letter of persuasion

Now we would like you to draft your letter of persuasion. Remember to use your plan to help you as well as the language support mat.

 

Activity 4: Edit

Now re read your first draft and reflect on the extent to which you have followed the Steps to Success. Have you used:

Full sentences (capital letters and full stops)?

Paragraphs?

Connectives to explain your point. E.g. Therefore, because?

Persuasive language. E.g., I think you will agree/obviously?

Challenge: Can you use a rhetorical question? A question to the reader to make them think. Remember to use the correct punctuation!

https://www.bbc.co.uk/bitesize/topics/zs4qn39/articles/z6cj7nb

 

Finally write up your final draft and send them to us!

 

 

To learn how to write a letter of persuasion

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve spelling accuracy and vocabulary knowledge

PSHE

We know that doing physical activity can help raise our self-esteem and positively change our mood; exercise releases chemicals in our brain that helps with mood, stress relief, and is a way to keep us focussed when it feels like our mind is racing around. Physical activity can also give us a sense of achievement. For example, if you start using a skipping rope, with time and practice you might be able to do special tricks. Similar with football or dancing.

 

Have a go at the well-being worksheet shown below. Have fun.

To learn strategies to support our physical and mental wellbeing

 Science

This half term we are learning about Forces and Magnets.

 

Activity 1

Can you watch the following BBC bitesize video to understand Friction?

https://www.bbc.co.uk/bitesize/topics/zsxxsbk/articles/zxqrdxs

Complete the fill the gap activities below the video.

 

Activity 2

Friction is a force that is important, an advantage at times, and a disadvantage at others. Using the information from the BBC Bitesize video linked above.  Complete the worksheet explaining if friction is an advantage or disadvantage and why?

 

Challenge

Can you explain why roads are good surfaces for cars to drive along? Could you create an experiment using toy cars at home to show us the difference in a car moving along different surfaces?

 

 

To understand what friction is.

 

RE

For RE this week we would like to continue to focus our learning on Islam. The special place that Muslims worship is called a Mosque. The Arabic word for mosque is masjid (m-uh-s-z-ih-d).

 

Activity 1

Start by looking through the PowerPoint slides, read, identify and understand the key features of a mosque.

 

Activity 2

Using the design a mosque activity sheet create a design for the outside of a mosque. Think about how you can use geometric patterns and metals to decorate it. Remember not to use any images of special people or animals.

 

Activity 3

For this activity, we would like you to identify and describe the key features that you would find inside a mosque. Either you could use the worksheet to identify the key features and then describe them or you could create a model of a mosque. Remember to include labels of each key feature including a description.

To understand the key features of a mosque.

 

 

Art

 

This week, we would like you to use your research and planning to create a piece of Aboriginal artwork.

You will need…

  • Cotton buds (Or the wrong end of a paint brush, or a stick, or anything that creates a dot)
  • Paint (in a variety of colours)
  • Paper
  • If you do not have paint you could use felt tips, chalk or coloured pencils

 

Steps to success for creating Aboriginal art…

Remember to…

  • Create a picture using dots
  • Use different colours in each section
  • Add simple dots to the outside.
  • Choose colours carefully
  • Add patterns in and around the animals.

 

To learn to create a piece of Aboriginal art.

 

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yoga – https://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email.

Home Learning Update June 15th 2020

 

We hope that you are all taking care and keeping safe together as a family. We are keen to hear how you are getting on so do please email us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Our blogs provide an extra opportunity for us to stay in touch with you also, do please take a look.

 

Detailed below are a range of updated activities that supplement those previously offered and can still be seen below.

 

In order to further support Home Learning please also find attached a document produced by the Education Endowment Fund (EEF) that you may also find useful as we all continue to adapt to a new routine.

 ‘Consistent routines are important for behaviour and wellbeing in school and our routines at home have changed significantly. Routines support behaviour and you will be finding a new rhythm with your family. You could share this checklist with your child. Talk to them to help them plan their new routines.’ (EEF Supporting Home Learning Routines, Planning the Day)

 

Each and every day you may like to:

 

Undertake an activity to support your physical and emotional health

Read (independently, shared or paired). Enjoy a book, ebook or audio book

Rock! (Times table rock stars)  - set yourself a challenge within your family

Undertake a maths activity – this could be practical too, for example through cooking

Undertake an English activity

Undertake a curriculum activity.

 

New!

In order to further support Home Learning routines, please find attached a document produced by the Education Endowment Fund (EEF) that you may also find useful:

 ‘Consistent routines are important for behaviour and wellbeing in school and our routines at home have changed significantly. Routines support behaviour and you will be finding a new rhythm with your family. You could share this checklist with your child. Talk to them to help them plan their new routines.’ (EEF Supporting Home Learning Routines, Planning the Day)

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Please also remember that we are able to provide paper copies of all documentation, as well as books and stationary; simply drop us an email or give the school a call and we can arrange this for you.

 

Thank you for your continued support; stay safe, stay in touch and remember we are here.

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on fractions. This week’s activities will help you become more confident with both comparing and ordering fractions and finding a fraction of an amount. There is a video of Miss Smith modelling these tasks and methods to you on the Hobletts Manor Junior School website under the heading families and on video resources. There are also attached documents/worksheets for each activity that you can use in the additional documents section.

 

Remember we have books in school if you need them to record your calculations and answers. If you do not have a printer and would like a worksheet, please email the year three-email address and we can print them out for you and leave in the office at the front of the school. We can provide stationary too.

 

Activity 1: Ordering and comparing fractions with the same denominator.

Below is a worksheet with a number of different questions. For each question, can you order the fractions from smallest to largest and write the answer into the box next to each question. Remember when order fractions with the same denominator, the bigger the numerator, the larger the fraction.

 

Activity 2: Comparing fractions with the same denominator.

On the worksheet and for each question, colour in the fraction shape, then use the < > or = symbol to compare the different pairs of fractions. If you do not have this printed, you can draw your own shapes on a plain piece of paper and colour them in.

< means less than.

> means greater than.

= means equal to.

 

Activity 3:  Comparing unit fractions.

On the worksheet and for each question, colour in the fraction shape, then use the < > or = symbol to compare the different pairs of fractions. If you do not have this printed, you can draw your own shapes on a plain piece of paper and colour them in. Remember a unit fraction is when the numerator on the fraction is 1.

< means less than.

> means greater than.

= means equal to.

 

Activity 4. Finding fractions of amounts (unit fractions).

For each question on the worksheet, can you find the fractions of amounts below using a bar model? There is an example on the worksheet attached below.

 

Questions:

 

15 of 10 =

12 of 16 =

18 of 24 =

14 of 12 =

19 of 27 =

13 of 15 =

14 of 16 =

17 of 35 =

16 of 18 =

 

 

 

 

Activity 5:  Finding fractions of amounts.

For each question on the worksheet, can you find the fractions of amounts below using a bar model? There is an example on the worksheet attached below.

 

Questions:

 

25 of 10 =

34 of 20 =

26 of 24 =

34 of 12 =

79 of 27 =

23 of 15 =

23 of 21 =

47 of 35 =

56 of 24 =

 

 

 

 

 

Activity 6: Finding fractions of amounts in word problems.

Can you answer the word problems below and on the worksheet attached? Remember to use a bar model to help you find the answer.

 

  1. The safari park has 36 monkeys. ¾ of the monkeys are squirrel monkeys. How many squirrel monkeys live at the safari park?
  2. There are different species of cat at the safari park including Asiatic lions, Sumatran tigers and sand cats.  23  of the safari park’s 18 cats are big cats. How many big cats live at the safari park?
  3. 27 of the lemurs at the safari park are ring-tailed lemurs. 39  of those make up one family. How many of the ring-tailed lemurs are in a family and are related?
  4. A group of 60 children went on a school trip to the safari park. 710  of the children had never been there before. For how many children was it there first visit?
  5. Giraffes, tapirs and antelope are just some of the 18 hoofed animals that live at the safari park. Africa is the native home for 56  of them. How many hoofed animals come from Africa?
  6. 47   of the safari parks, 28 meerkats are female. How many female meerkats live at the safari park?
  7. There is a penguin Talk and Feed show at 3:00. During the feed, the penguins eat 35  of the 30 fish they each eat per day. How many fish does each penguin eat during the Talk and Feed show?
  8. Between 2:00 and 2:30, 40 visitors finished their visit and left the safari park. 58  of those visitors went to the gift show. How many customers did the gift shop have between 2:00 and 2:30?
  9. There are 2 species of flamingos living in the safari park, Caribbean and Chilean. Of the 36 flamingos, 49  of them are Caribbean, which are the brightest pink of all flamingos. How many Caribbean flamingos does the Safari park have?
  10. There are 50 species of fish at the safari park, living in marine and freshwater environments. If 25  of the species live in freshwater conditions, how many species are freshwater fish?

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers and there will also be a document below with all the answers. If you have any questions, please contact us via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

 

To learn to order fractions with the same denominator.

 

To learn to compare fractions with the same denominator.

 

To learn to compare unit fractions.

 

To learn to find fractions of amounts.

 

English

Inverted Commas

This week, we are looking at the use of inverted commas. Inverted commas are used to show speech in different ways i.e. to indicate direct speech from a character or a quote. It is therefore vital we get it right! Here are the steps we need to follow when using inverted commas:

Open the speech with inverted commas.

Include all of the spoken words inside.

Use punctuation, such as a full stop, comma, exclamation mark or question mark inside the speech.

Close the whole speech using inverted commas.

"What's for tea?" Lilly asked. "I was thinking peperoni pizza," replied Mum.

The following clip from BBC Bitesize can also be used to explain inverted commas: https://www.bbc.co.uk/bitesize/topics/zvwwxnb/articles/ztcp97h

Have a go at watching the video and completing the quiz to test your knowledge!

 

Activity 1: Add the inverted commas

For your first activity, you need to read two short extracts from the book ‘The Twits’ and add in the missing inverted commas.

Remember! Inverted commas are used at the start and at the end of speech. The inverted comma at the end is also used after the punctuation. Use the attachment below (Activity 1_The Twits missing punctuation) to complete the activity.

 

Activity 2: Writing direct speech using inverted commas

To expand on inverted commas further, we would now like you to use them in your own writing. Below is the opening to another trick played by Mrs Twit. You will need to read the opening and use the prompts to help write the speech for the characters

Use the attachment below (Activity 2_writing direct speech_ The Twits).

Challenge: Can you come up with a trick of your own for Mr Twit to play on his wife? Write what happens and remember to include speech from both characters.

 

Activity 3: Direct speech.

Direct speech is a sentence in which the exact words spoken are represented within inverted commas. For example: "You'll never guess what I've just seen!" shouted Sam. We use direct speech in lots of different styles of writing. Below is an attachment containing different activities based on punctuating direct speech. Some are super quick; others will take you a little longer!

 

Activity 4: Writing quotes

Quotations tell us what has been said and who said it. They can help to tell the story by giving the reader the opinions of the people involved. For example, when writing a newspaper report, the reporter will often include a quote from someone present during the incident. When writing quotes, we still use inverted commas in the exact same way!

Below is a newspaper report that is missing quotes from the people involved. Your job is to read the article and add in the quotes. Remember, you must use inverted commas! (Activity 4 _ Quotes).

 

Activity 5: Using quotes in writing

As your final job, we would like you to write your own short newspaper story about the dragons return to Hobletts! Within your writing, you must include at least 4 quotes from the people involved in the incident. It is up to you who is involved and what happens when the dragon returns – maybe he eats a member of staff. Alternatively, maybe, he is trapped in sunshine.

The main thing you must remember to use is inverted commas and punctuation in your quotations. You can use the blank newspaper template from Activity 4 to create your report.

To learn to use inverted commas for direct speech.

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Geography

LAND USE
This week we would like you to use what you have learnt so far this term to understand how we use the land in both urban and rural areas.

 

Activity 1: Becoming a cartographer (map maker)

When out on a walk with your family take a copy of the I Spy on a Journey work sheet and tick off each kind of building or landmark as you see it.

List as many different roads you walk along so you know what to draw.

When you get home, can you try sketching out a map of your local area? Try to use the symbols we have previously learnt about.

When creating your sketch map it might be helpful to use resources like Google maps to help you with road shapes.

 

Activity 2: What Happens to Our Wheat

In England, many farmers produce wheat for a variety of products. Using the worksheet What Happens to Our Wheat, we would like you to show your understanding of Wheat production.

To understand land use

Music

Rhythm and Pulse: Composing your own music

 

Activity 1:

Follow through the Rhythm and Pulse PowerPoint that will help you to understand the difference between rhythm and pulse.

 

Activity 2:

Complete the sheet composing your own piece of music. It suggests using different instruments but they could be anything including clapping, stamping or you could create your own instrument from your recycling. You could even record yourself performing it and send us a copy to year3@hoblettsjm.herts.sch.uk because we would love to hear your compositions.

To understand rhythm and pulse

PSHE

We would like you to think about people in your family, or your friends, who you feel connected to or supported by.  The NHS have lots of ideas for staying connected with others. You can find them in the attached document.

Have a think about:

What are you already doing to encourage connection with other people?

What more can you do to help you connect with other people better?

You could create a poster or factsheet, showing your ideas.

Don’t forget to also have a look at Mrs Short’s homework task, showing how we are all connected: https://hoblettsmanorjunior.primarysite.media/media/4th-may-2020

 

To understand how we can stay connected

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email.

 

Home Learning Tasks - 8th June 2020

 

We hope you have a good week, here is your updated home learning tasks.

Remember you can email us on: year3@hoblettsjm.herts.sch.uk with any questions or queries.

 

We are updating our blogs every day and you check out the home learning videos in the video resource centre in the family section of the website.

 

We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on fractions. This week’s activities will help you become more confident with adding and subtracting fractions and then adding and subtracting fractions in word problems. There is a video of Miss Smith modelling this method to you on the Hobletts Manor Junior School website under the heading Families and within the Video Resources tab. There are also attached documents/worksheets for each activity for you to use within the additional documents section below this grid.

 

Remember we have books in school if you need them to record your calculations and answers. If you do not have a printer and would like any of our materials, please email the Year 3 email address and we can print them out for you for collection.

 

Steps to success for adding and subtracting fractions with the same denominator.

Remember to….

1. Read the calculation carefully.

2. Identify if the calculation is asking you to either add or subtract.

3. Keep the denominator the same.

4. Add or subtract the numerator.

5. Record your answer as a fraction.

 

Steps to success for answering fraction word problems.

Remember to….

  1. Read the question carefully.
  2. Colour in the fraction that has been ‘eaten’.
  3. Look at how much of the food remains.
  4. Record your answer as a fraction.
  5. Denominator (bottom number of fraction) shows how many parts there are altogether.
  6. Numerator (top number of the fraction) shows how many parts are coloured in and have been ‘eaten’.

 

Activity 1: Adding fractions with the same denominator.

 

Activity 2: Subtracting fractions with the same denominator.

 

Activity 3: Addition fractions word problems.

Can you answer these word problems?

 

  1. I have eaten 39 of a chocolate bar and Miss Paget has eaten 29. How much have Miss Smith and Miss Paget eaten of the chocolate bar altogether?
  2. Mrs Bollen has eaten 26 of a cereal bar and Mrs Botha has eaten  16. How much of the cereal bar has been eaten altogether?
  3. A cake has been cut into 8 equal slices. Sophie eats 3 slices and Kathryn eats 4 slices. How much of the cake has been eaten?
  4. A carrot cake has been cut into 18 equal slices. Freddy eats 12 slices and Joe eats 3 slices. How much of the carrot cake has been eaten?
  5. A pizza has been cut into 6 equal slices. Ava eats 1 slice and Rocky eats 3 slices. What fraction of the pizza has been eaten?

 

 

 

Challenge:

  1. A Victoria sponge cake has been cut into 16 equal slices. Ricky eats 5 slices; Evie eats for slices and Reggie eats 3 slices. What fraction of the cake has been eaten?
  2. A flapjack has been cut into 24 equal slices. Maddie eats 15 slices; Tommy eats 4 slices and Steven eats 1 slice. What fraction of the flapjack has been eaten?

 

Activity 4. Subtraction fractions word problems.

Can you answer these word problems?

 

  1. I have eaten 39 of a chocolate bar. What fraction of the chocolate bar remains?
  2. I have eaten 26 of a cereal bar. What fraction of the cereal bar remains?
  3. A cake has been cut into 8 equal slices. Molly eats 5 slices and Rosie eats 1 slice. What fraction of the cake remains?
  4. A Brownie has been cut into 14 equal slices. Callum eats 8 slices and Josh eats 3 slices. What fraction of the brownie remains?
  5. A Pizza has been cut into 6 equal slices. John eats 3 slices and Robert eats 2 slices. What fraction of the pizza remains?

 

Challenge:

  1. A cake has been cut into 16 equal slices. Rose eats 3 slices; Bill eats 9 slices and Ross eats 2 slices. What fraction of the pizza remains?
  2. A chocolate bar has been cut into 20 equal slices. Paige eats 11 slices; Fred eats 4 slices and Gemma eats 1 slice. What fraction of the chocolate bar remains?

 

Activity 5: Adding and subtracting fraction blocks.

Each pair of blocks totals the block above them. Use addition and subtraction to fill in the missing fractions and complete the steps. Remember the denominator always stays the same.

 

Activity 6: Challenge and Extension Activity – Missing Fractions.

For each question, write a pair of fractions that totals the given fraction.

 

We will upload the answers onto the Year 3 blog on Friday so that you can check. However, if you are unable to wait until then the answers are also detailed in the additional documents section.

For activity 6, there are various answers so we will upload some examples and you can email me us you would like us to check.  If you have any questions, please get in touch via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

 

 

To learn how to add fractions with the same denominator.

 

To learn to subtract fractions with the same denominator.

 

To learn to answer fraction word problems.

 

To learn to answer missing fraction questions.

 

 

Maths

Websites/ games and interactive videos 

Websites to help with adding and subtracting fractions:

https://www.bbc.co.uk/bitesize/topics/zhdwxnb/articles/z9n4k7h

 

 

To have fun while you learn.

English

Explanation texts.

Activity 1: Research

This week we are looking at explanation texts. An explanation text is a piece of writing which explains how or why something happens. Explanations detail different stages of a process, using logical steps or a sequence, for example, how a seed grows, how a camera works or why we close our eyes when we sneeze! They use information, diagrams, and photographs to teach you about a process.

  1. Watch a short video: Begin by watching the following video from BBC Teach. The video explains, in more detail how to write an explanation text through the process of taking photographs: https://www.bbc.co.uk/teach/class-clips-video/english-ks1-ks2-how-to-write-an-explanation/zh2kjhv
  2. Choose your own topic: Once you have watched the clip, begin to think about your own topic. Below is a list of ideas/questions you could research, or you can think of your own!

 

  • Why do we have day and night?
  • How does the weather change?
  • How do teeth fall out?
  • How do volcanoes erupt?
  • How does a caterpillar turn into a butterfly?
  • How are fossils formed?
  • Why can’t penguins fly?
  • Why do we get hiccups?
  • How is honey made?

 

  1. Create a mind map: A mind map is a way of recording ideas and information. Once you have picked your topic/question, you need to carry out your own research and create a mind map to record your findings. Use the attachments in the additional documents section (Activity 1_Mind map) to help you.

 

Activity 2: Write an explanation text.

Once you have decided on your topic and gathered the necessary information. You are ready to write your explanation text! Below are some examples to help you.

Remember to include:

  • A title, which includes a question you intend to answer. I.e. How… Why…

How do volcanoes erupt?

  • An introduction that explains what the guide is going to do.

This guide will explain the process a volcano goes through when it erupts.

  • Background information/research on your topic. 

Volcanoes are large mountains or hills with a vent at the top, which creates an opening to the earths’ surface. They are made of rock and hot gas and contain lava.

  • Step by step guide explaining the process. 

First, the molten rock called magma begins to rise to the surface. This causes pressure to build up inside the volcano.

Then, the magma begins to release gas as it heats up. When this happens, the air becomes trapped…

*You can also include a diagram or pictures to support your explanation.

Use the attachment below (Activity 2_Explanation text examples) for guidance.

You must use:

  • Correct punctuation. I.e. capital letters, full stops, exclamation marks and question marks.
  • Conjunctions (because, so, therefore)
  • Time connectives (first, then, next, after)
  • Paragraphs to separate each sections/step.

Activity 3: Checklist

This activity is all about improving your work. Re read your explanation text to check for capital letters and full stops. Then, use the checklist provided to help you make improvements.

Go through each point carefully.

  • Have you included a title? If so, put a tick in the box. If not, use a different coloured pen to add one in.
  • Have you included conjunctions? (because, so, therefore) If so, put a tick. If not, add them in using a different coloured pen.
  • Use the attachment below (Activity 3_checklist) to help.

 

Activity 4: Changing the word and

‘And’ is banned! When creating a piece of writing it is important we make it interesting for the reader. Therefore, using and in every sentence can get very boring! We would like you to have a go at changing the word ‘and’. Think of some different conjunctions you can use which will improve your writing. Below you will find the worksheet to support this activity (Activity 4 conjunctions).

 

Activity 5: Reading explanation texts

Explore explanation texts further by reading some examples and unpicking the information presented. We would like you to read the explanation text examples (used for Activity 2). For each one, answer the questions in the grid below.

Complete the grid attached (Activity 5 Unpicking explanation texts). You can use the worksheet provided or simply write your answers on some paper! This activity supports your comprehension and understanding of explanation texts.

To learn to write an explanation text.

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

 

Science

This half term we are going to be learning about Forces and Magnets.

Activity 1

Can you watch the following BBC bitesize video to understand pushes and pulls?

https://www.bbc.co.uk/bitesize/topics/zvpp34j/articles/zywcrdm

What is the difference between a push and a pull?

 

Activity 2

Using the information that you learnt in Activity 1, complete the Pushes and Pulls activity sheet. Identify if the force is a push or a pull and if the force is stopping the movement or starting it.

 

Challenge

There are many pushes and pulls all around us. Can you identify push and pull forces you have to use throughout your day and share this with us?

To learn that pushes and pulls are examples of forces.

 

 

RE

For RE this week we would like to continue to focus our learning on Islam and Christianity.

 

Activity 1: Match the symbol.

This year you have learnt about both Islam and Christianity. This week we are learning about symbols and ways of expression in Islam and Christianity.

For your first activity, you need to match the image to the description and identify if they are important to Christians or Muslims.

Activity 2: Design your own prayer mat.

Another artefact that is important to Muslims is a prayer mat. We would like you to design a prayer mat using key Muslim symbols and buildings. Also, include drawings of things that are important to you. Remember that Muslims use many geometrical patterns, so you can include patterns on your mat. There is a worksheet at the bottom of this week’s work to help you design it.

 

Challenge

Could you design a symbol that will represent you and explain why you have chosen the elements you have included?

 

To learn to identify symbols and ways of expression in Islam and Christianity.

 

 

Art

 

This term we are learning about Aboriginal art.

This week we would like you to design a piece of artwork that is in the style of Aboriginal art, thinking about the animal you would like to include, how it will fill the page and the colours you will use when you complete your artwork in two weeks’ time.

 

Steps to success for drawing Aboriginal shapes to design a piece of artwork.

Remember to…

  • Choose an animal (there are examples in the documents attached)
  • Make the shapes simple.
  • Arrange them carefully.
  • Add sections for different colours
  • Add details
  • Include sections for different patterns.
  •  

Challenge

Add detailed patterns in the background.

 

To design our own Aboriginal art.

 

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

Maths - Activity 1 and 2 for iPad

Home Learning Update 1st June 2020

 

We hope that you enjoyed the Half Term break and the beautiful weather. We are now back up and running with our emails and would love to hear how you are getting on so do please get in touch with us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Our blogs also return, as do our videos.

 

As we start the final half term, we have a range of updated activities that supplement those previously offered and can still be seen below. We would like to thank you in advance for continuing to support your child with these tasks and in so doing maximise the impact they have on their learning.

 

Each and every day we would like you to:

 

  • Undertake an activity to support your physical and emotional health
  • Read (independently, shared or paired). Enjoy a book, ebook or audio book
  • Rock! (Times table rock stars)  - set yourself a challenge within your family
  • Undertake a maths activity – this could be practical too, for example through cooking
  • Undertake an English activity
  • Undertake a curriculum activity.

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on adding and subtracting money using the column method and working out the answers to different word problems. There is a video of Miss Smith modelling this method to you on the Hobletts Manor Junior School website under the heading Families and within Video Resources Centre. There is also an attached document/worksheet for each activity, which you can use within the additional documents section found below this week’s activities.

 

Activity 1: Adding amounts of money using column addition:

Use the column method to answer the questions below. Remember when you use the column method you need set out the numbers vertically. Remember start calculating on the right and make sure that the biggest number/ amount is on the top of your vertical calculation. Remember also to line up the decimal point correctly if there is one! There is an example of how to do this on the video.

 

If you need a reminder use this BBC bitesize clip to help https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/zc78srd

  1. £4.26 + £3.42 =

5. £2.58 + £6.67 =

  1. £3.48 + £5.51 =

6. £4.88 + £3.62 =

  1. £5.34 + £2.49 =
  1.   £12.48 + £13.34 =
  1. £6.28 + £2.47 =
  1.   £14.22 + £11.89 =

 

 

 

Activity 2: Subtracting amounts of money using column subtraction.

Using the column method can you answer the questions below? Remember to follow the steps to success to answer the questions.

 

  1. £8.46 - £2.25 =
  1. £6.36 - £1.28 =
  1. £5.97 - £3.63 =
  1. £4.77 - £2.59 =
  1. £9.52 - £7.26 =
  1. £12.48 - £11.29 =
  1. £7.94 - £4.78 =
  1. £16.72 - £14.88 =

 

Activity 3: Money addition word problems.

Using the column method can you answer the word problems below using column addition? Remember to follow the steps to success to answer the questions.

 

  1. Miss Smith buys two packets of biscuits for £1.55 each. How much does Miss Smith spend altogether?
  2. At a bake sale Miss Paget buys a cake for £1.28 and a cookie for £1.13. How much did Miss Paget spend at the bake sale?
  3. Jenny has £5.26; her brother gives her another £2.86 to buy an ice cream. How much money has Jenny got altogether?
  4. Sophie makes £3.76 on Friday selling sweets. On Saturday she makes another £5.28. How much money has Sophie made on Friday and Saturday altogether?
  5. Kelly buys a book for £1.26 and a comic for £2.09. How much does she spend altogether?
  6. I buy a scooter for £32.78 and a bike for £56.87. How much have I spent altogether?

 

Activity 4: Money subtraction word problems.

Using the column method, can you answer the word problems below? Remember to follow the steps to success to answer the questions.

 

  1. Toni has £3.48 and then buys an ice cream for £2.26. How much has she got left?
  2. Kate has £4.32 and needs £6.19 to buy some felt tips and a notepad. How much more money does she need to buy them?
  3. Harry has £8.27 in his bank account. He spends £2.88 on sweets. How much has he got left in his bank account after buying the sweets?
  4. John had £9.43. He spent £4.56 on a toy aeroplane. How much money has he got left?
  5. A packet of sweets cost £2.99 to buy. How much change would there be from £4.99?
  6. A packet of Christmas cards cost £5.59 to buy. How much change would there be from £8.50?

 

Activity 5: Challenge Question:

Can you answer the word problems below using column addition and subtraction? These word problems have more than one step and you might need to use addition as well as subtraction.

  1. A rubber costs £1.43 and a pencil costs £2.64. How much would it cost to buy two rubbers and a pencil?
  2. A bag of chocolates cost £2.09 each. How much would it cost Miss Smith to buy three packets of chocolates?
  3. Jenny buys two chocolate cakes for her brothers’ birthday which cost £3.42 each. How much change will she get from £9.50?
  4. How much have I spent altogether if I buy a book for £5.66 and two-coloured pencils for £1.32 each?
  5. Bob buys two bags of popcorn for £3.43 each. How much change will he get from £8.90?
  6. Rosie buys two dollies that are £4.23 each. How much change will Rosie get if she pays with £9.50?

 

Activity 6: Extension activity

Can you answer the word problems on the worksheet within the additional documents section using column addition and subtraction? These word problems have more than one step and you might need to use addition as well as subtraction.

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers.

 

If you would prefer to print out the activities above, we have attached the worksheets for each activity underneath this home learning grid within the additional documents section. If you do not have a printer and would like a worksheet, please email the Year 3 email address and we can print them out for you and leave them in the foyer at the front of the school. If you have any questions, please contact me via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

 

 

To learn how to add amounts of money using a formal method.

 

To learn to subtract amounts of money using a formal method.

 

To learn to answer money word problems using a formal method.

 

To learn to answer two step word problems.

 

 

Maths

Websites/ games and interactive videos 

Websites to help with column subtraction:

https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/z3kmrwx or

http://www.tiffanymacbeth.com/Maths/column_subtraction.htm

 

Websites to help with column addition:

https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/z3kmrwx

 

Games for money:

 https://www.topmarks.co.uk/maths-games/7-11-years/money

 

English

Instructions and directions.

Activity 1: Treasure map directions

This week we are looking at instruction and direction and we would like you to write a set of directions. When writing instructions or directions we need to remember to be clear and concise in our language, if not things can go very wrong!

Think about the use of instructions. Are they clear and easy to understand?

This week you must write directions to guide a pirate ship to a treasure island. Use the sheet within the additional documents section (Activity 1 Direction writing) to complete the task.

 

Remember to:

  • Use numbers or time connectives (first, then, next, finally).
  • Use simple sentences and description.
  • Include appropriate language.
  • Use imperative verbs – words which give a command i.e. move, turn.

BBC Bitesize also offer support with imperative verbs https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z8strwx

 

Activity 2: Make your own treasure map

Explore direction further by creating your own treasure map with instructions. Use the attachment (Activity 2 make your own map) to help you.

Create your map and write a set of instructions to reach the treasure. Then, test it out on someone in your house! Can they follow the instructions correctly to reach the treasure?

 

Activity 3: Adverb spotter

Adverbs are words which describe verbs (action works). When we write instructions we use imperative verbs or commands which tell the person following them what to do. Often we also include adverbs to explain how to complete the action i.e. stir slowly, lift gently. Therefore, this week, we would like you to have a go at spotting adverbs and using your own in a sentence. Complete the task within the additional documents section (Activity 3 Adverbs)

 

To learn to write a set of instructions.

 

To learn to create your own treasure map with instructions.

 

To learn to use adverbs when writing sentences.

 

 

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Geography

Activity 1

Read the PowerPoint slides that explain what a county is.

How many counties can you name? (See the counties of the UK document at the bottom of this week’s work for a list of all of the counties)

 

Activity 2

We live in the county of Hertfordshire.

Using Google maps, can you colour in Hertfordshire on the My County in England Map. What counties are our neighbours?

Using the websites below, can you fill in the fact file?

https://www.britannica.com/place/Hertfordshire

https://www.visitherts.co.uk/

https://www.hertfordshiremercury.co.uk/news/hertfordshire-news/you-know-famous-celebrities-were-751979

To understand what a county is.

Music

Last half term we learnt about different periods of musical history. This week I would like you to listen to and have time to appreciate your favourite music.

 

Activity 1

Read the Understand the Music PowerPoint sheets.

 

Activity 2

Pick your favourite song and complete the Listening to Music for Detail sheet. Use the information from Activity 1 to answer the questions.

 

Activity 3

Listening to the same song or picking a new song, complete the Reacting to Music sheet explaining how it makes you feel.

To understand how to describe and appreciate my favourite music.

PSHE

PSHE

 

Activity 1

What is the difference between what you want and what you need?

In the list below, are some things that you need and really could not live without (need), and some things that you want because they make life pleasant or comfortable but they are not essential (wants).

Can you organise them into a table of wants or needs? You may like to use the worksheet attached to help you.

 

Clean water to drink

A mobile phone

To be allowed to play

Fashionable clothes to wear

Healthy food to eat

A bicycle

To go to school and be educated

To go to nice places on holiday

To be safe from being hurt or bullied

A television to watch

Medical care to keep me healthy

Lots of birthday presents

A house to live in for shelter and warmth

A computer games console

To say what I think and be listened to

Plenty of pocket money

Adults who care for me and look after me

My own bedroom

To be treated fairly even if I’m naughty

Lots of sweets to eat

A table

 

Activity 2

The United Nations is an organisation in which the countries of the world try to agree what needs to be done to make the world a fairer and safer place for everyone. They have produced a ‘Convention on the Rights of the Child’ which is a list of the basic needs that should be met for all children everywhere in the world.

Below are six of these articles from the convention.

  • You have the right to food, clothes and a decent place to live (Article 27)
  • You have the right to be healthy and have medical care (Article 24)
  • You have the right to go to school and be educated (Article 28)
  • You have the right to be safe from being hurt or mistreated (Article 19)
  • You have the right to relax and play and enjoy a range of activities (Article 31)
  • You have the right to say what you think and have your views taken seriously (Article 12)

 

Think about and explain the following:

  • What does the right mean?
  • Why is the right important?
  • What could go wrong if children are deprived (do not have it) of this right?
  • Do all children in this country have that right?

 

 

To understand how my needs and rights are shared by children around the world.

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available free for 30 days.

 

Times Tables Rock stars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

Home Learning Update for week beginning May 18th 2020

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on column subtraction to subtract three-digit numbers. There is a video of Miss Smith modelling this method to you on the Hobletts Manor Junior School website under the heading Families and within the Video Resource Centre. There is also an attached document within the Additional Documents heading for you to open to see step by step how to use column subtraction.

 

Activity 1: Subtracting three-digit numbers with no regrouping:

Use the column method to answer the questions below. Remember when you use the column method you need to set out the numbers vertically lining up digits according to their value. Remember start calculating with the ones digit and make sure that the largest number is on the top. If you need a reminder use this BBC bitesize clip to help https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/zc78srd

678 - 223 =

897 – 235 =

399 - 132 =

652 – 131 =

689 - 136 =

282 – 161 =

893 - 261 =

987 – 123 =

 

 

Activity 2: Subtracting three-digit numbers with regrouping of the ones:

Using the column method can you answer the questions below? Remember to follow the steps to success to answer the questions.

 

567 - 139 =

865 – 238 =

775 - 249 =

432 – 116 =

654 - 226 =

767 – 249 =

456 - 128 =

188 – 159 =

Activity 3: Subtracting three-digit numbers with regrouping of both the ones and tens.

Using the column method can you answer the questions below? Remember to follow the steps to success to answer the questions.

 

845 – 289 =

745 – 287 =

662 – 498 =

657 – 289 =

755 – 276 =

342 – 164 =

356 – 177 =

500 – 229 =

 

Activity 4: Following on from the activity of last week with column addition, we would like you to undertake a similar activity with your 0-9 digit ‘cards.’ Like last week, mix all the cards together and lay them face down so you cannot see the digits. Pick three cards and put them together so that you have a three-digit number. Then pick another three cards and build another three-digit number. Use the column method to subtract. Remember the biggest number you make will have to go on the top.

 

Challenge Question:

Can you answer the word problems below using column subtraction?

  1. There are 189 children in Year 1 and Year 2 altogether. 122 children are in Year 1. How many children are in Year 2?
  2. There are 398 pencils in a cupboard. 134 are given out to the children. How many pencils are left in the cupboard?
  3. A flower market has 946 tulips. 228 tulips were sold at the weekend. How many tulips were left on the flower market on the Monday?
  4. A farmer has 367 cows. He takes 149 to a new field. How many cows are left behind?
  5. A sweet shop has 357 chocolate buttons in a jar. On Monday 189 buttons were sold. How many were left in the jar?
  6. A school prints 821 letters for parents. 455 letters were given out on Thursday and the other letters were given out on Friday. How many letters were given out on Friday?

 

We will upload the answers onto the Year 3 blog on Friday so that you can check your answers.

 

If you would prefer to print out some worksheets for column subtraction to complete, we have added some worksheets for you to have ago at within the additional documents heading below. If you do not have a printer and would like a worksheet, we have printed some out and they are in the foyer at the front of the school. If you have any questions, please contact us via the Year 3 email address – year3@hoblettsjm.herts.sch.uk

 

 

 

To learn how to subtract three-digit numbers using column subtraction

 

Maths

Websites/ games and interactive videos 

Websites to help with column subtraction:

If you need a reminder use this BBC bitesize clip to help https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/z3kmrwx or

http://www.tiffanymacbeth.com/Maths/column_subtraction.htm

https://www.topmarks.co.uk/maths-games/mental-maths-train - Can click on addition.

To learn how to subtract three-digit numbers using column subtraction

 

English

This week we would like you to practise your Grammar. When creating a piece of writing the most important thing is that it makes sense to the reader. Therefore, using correct grammar is essential.

 

Grammar activities

1. Past or Present? Below is a selection of verbs (action words). Your task is to decide which is in the present tense and which is in the past tense. You could write these onto small pieces of paper to sort into piles or create a table and write them down.

 

Jumped        leaping        ate       cried       wishing       rode        worried       slept       skip          threw        throwing       wished       flew        baked       sang      help     cook      washed        singing        drank         floated         freeze       teach       write     spent  

 

Challenge: Can you think of some past and present tense verbs of your own and put them into a sentence?

The BBC website also offers support with past and present tense. There is a video to watch and even a quiz to test your knowledge! https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/z3dbg82

 

2.Homophones: Below are a selection of sentences which contain homophones (words which are pronounced the same but are spelt differently and have different meanings). Your job is to write the sentence and decide which word is correct. 

 

  • aloud / allowed

The teacher read the book ___________ to the class.

I am not ____________ to walk the streets on my own at night.

 

  • blew / blue

The wind was strong, it __________ down a tree.

The sky was pale __________ and clear.

 

  • hole / whole

Last night I ate a _________ cake to myself.

The _________ in the ground was so deep that I couldn’t see the bottom.

 

  • break / brake

We went outside for a ____________ and some fresh air.

I didn’t have time to ____________ and crashed into the tree.

 

Challenge: Can you find some homophones of your own and put them into a sentence.

You can also get lots of support on homophones from the BBC website: https://www.bbc.co.uk/bitesize/topics/zqhpk2p/articles/zc84cwx

 

3.Adjective and adverb spotter: Below is a selection of sentences. Write these down in your neatest handwriting and underline the adjective (the describing word). When you have done this reread the sentences to look for the adverbs (words which describe the verb).

Read carefully as there could be more than one!

  • I slowly tiptoed over to the ancient cave. It was dark and dingy with a huge, gloomy entrance. Carefully, I peered inside.

 

  • I ran quickly to the opening of the magnificent forest. It was decorated with bright leaves and colourful flowers. I looked up; tropical birds whistled softly above my head.

 

  • The unusual man sat alone on the bench. I cautiously stumbled over and watched him carefully as he sipped his drink. He was filthy; covered head to toe with dried mud. He wore an old tweed hat on his head which was tattered around the edges and a long musky coat.

 

Challenge: Can you draw a picture of a character or a setting and write your own descriptive sentence using powerful adjectives? You may like to draw a picture of a paragraph above.

There is an adjective and adverb support section on the BBC website. Here you can watch videos and test your knowledge with a quiz! https://www.bbc.co.uk/bitesize/topics/zrqqtfr/articles/zy2r6yc

 

 

To learn to use past and present tense verbs accurately within a sentence.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To learn to use homophones accurately within a sentence

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To learn to use adjectives and adverbs accurately within a sentence.

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

 Science

Continuing with our Light and Shadow topic, we would like you to be able to explain the benefits and dangers of the sun, understand UV light and ways we can protect our eyes from the sun.

 

Activity 1:

Have you even been told not to look at the sun? Is the sun good or bad?

The statements below are all things that the sun does. For each statement can you identify if they would make the sun a hero or a villain? You could create your own table to show your thoughts or there is a template within the additional documents section that you may prefer to use.

  • Causes sunburn.
  • Causes wrinkles.
  • Damages the eyes.
  • Helps people make Vitamin D.
  • Helps plants make food.
  • Can cause skin cancer.
  • Provides warmth.
  • Makes people feel happier.
  • Is a source of light.
  •  

Activity 2:

UV light

The sun emits (gives out) rays of light. We can’t see all the types of light that come from the sun. The visible spectrum is the name for the light that we can see, and is made up of the rainbow.

Another type of light that the sun emits is called UV light. It is invisible to humans, but we can see and feel its effects.

Some UV rays are blocked by the ozone layer, but most of the UV light from the sun reaches us on earth.

  • The amount of UV light that reaches us depends on different things.
  • It is stronger at midday and in the summer.
  • If there are no clouds there is more UV light.
  • It also gets stronger nearer to the equator.
  • The location can make a different too – water, sand and snow all reflect UV light, making it stronger.
  • UV light causes sun burn, wrinkles and skin cancer, damages the eyes and can change the colour of some materials.

To learn about its effects we would like you to set up an investigation to see the effects of UV light.

  1. Cut out several shapes from black card.
  2. Place them on a piece of coloured paper, and position them in a sunny spot for a week.

What happens to the card when you take the shapes off after the week? Why do you think that might have happened? (The information above should help.)

 

Activity 3

The eyes are able to let light in; it is how we see. Using a mirror can you identify your pupil? It looks like a black circle.

Close your eyes for 30 seconds, then open them and look at your pupil. What do you notice? Does it get bigger or smaller? Why do you think that might happen?

Watch this video on bbc bitesize on how your eye sees.

https://www.bbc.co.uk/bitesize/topics/zbssgk7/articles/zp7f8mn

Because light goes straight into our eyes it can also damage it.

To protect your eyes you should wear sunglasses and a hat. If wearing sunglasses it is important to ensure that they have a UV rating, if they don’t they are just toy sunglasses and can actually let in more UV rays because your pupils will open wider as it is darker.

Your task is to design a pair of sunglasses or a hat that will protect someone’s eyes from the harmful effects of the sun.

You should also advertise your sun protection item! Tell your customers why they need to buy your sunglasses or hat.

Explain the effects of the sun and how your sunglasses or hat can protect against them.

To know that light from the sun can be dangerous and that there are ways we can protect our eyes.

 

 

 

 

RE

 

For RE this week we would like to continue to focus our learning on Islam.  There is further information for you within the additional documents section below.

Activity 1

Watch the video https://www.bbc.co.uk/bitesize/clips/z4fgkqt and make notes of the key points about the Qur’an. The video’s title spells it as Karan as this is how it is translated into English but it is important we learn about the traditional spelling as well.

 

Activity 2

Can you use the information in the slides above, from the video and from the PDF sheets to help to create a presentation about the Qur’an.

The PDF sheets are a range of difficulties, you will only need to use one and can choose the difficulty level

  1. Qur’an information sheet – most information
  2. Qur’an Key words sheet – some key words are missing
  3. Qur’an Title sheet – just gives titles for your poster/presentation

You could even film yourselves and send this through to us at year3@hoblettsjm.herts.sch.uk

 

To know and explain what the Muslim holy book is and how it is used.

 

Art

 

This term we are learning about Aboriginal art. Before starting our artwork, we would like you to complete some research.

Can you answer the following questions about Aboriginal art using the website and video suggestions below?

  1. What media (e.g. paint, charcoal, pencil) was used for aboriginal art?
  2. What were the paintings of?
  3. What is aboriginal art about?
  4. Where are aboriginal paintings found?
  5. When did they start?
  6. Who painted them?
  7. What is your opinion of aboriginal art?
  8. How is this type of painting linked to our topic on ‘Treasures’?

 

https://www.aboriginal-art-australia.com/aboriginal-art-library/the-story-of-aboriginal-art/

https://www.natgeokids.com/uk/discover/history/general-history/aboriginal-arts-and-culture/

https://www.bbc.co.uk/bitesize/clips/ztn34wx

 

To learn to research Aboriginal art.

 

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services/DSPL8

 

Please find an updated list of support available from Link Family Services/DSPL8 detailing support available for you as a family

 

 

Home Learning Activities - week beginning 11th May 2020

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on column addition. There is a video from Miss Smith modelling this method to you on our website under the Families tab within Video Resource Centre.

 

Activity 1: Adding three-digit numbers together with no regrouping:

Use the column method to answer the questions below. Remember when you use the column method you need set out the numbers vertically making sure the digits are in the column correct for their value. Remember start calculating from the right. If you need a reminder use this BBC bitesize clip to help https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/z3kmrwx

562 + 223 =

348 + 211 =

675 + 124 =

817 + 182 =

 

 

Activity 2: Adding three-digit numbers together with regrouping of the ones:

Using the column method, can you answer the questions below?

 

469 + 213 =

729 + 213 =

456 + 124 =

678 + 215 =

Activity 3: Adding three-digit numbers together with regrouping of both the ones and tens.

Using the column method, can you answer the questions below?

 

326 + 295 =

629 + 294 =

477 + 155 =

684 + 297 =

Activity 4: Make two sets of 9 cards. On each card, can you write down different digits so you have two sets of cards with the digits 0-9? Mix all the cards together and lay them face down so you cannot see what is written on them. Pick three numbers from the cards and put them together so that you have a three-digit number. Then pick another three cards and build another three-digit number. Use the column method to add both numbers together. Remember to check your answers and take your time to work out the answer.

 

Activity 5: Challenge Question:

Can you answer the questions below using column addition to work out the answer?

Miss Smith went to the shops and brought 389 packets of crisps for the school disco and Miss Paget brought 493 packets of sweets. How many packets of sweets and packets of crisps did they have at the disco?

There were 167 books in Amber class and 185 books in Azure class. How many books where there altogether in Year 3?

Jay has a collection of 263 football cards. His brother has 189. How many football cards does Jay and his brother have?

A family drive 208 miles from London to Manchester and then 213 miles onto Glasgow. How far did they travel altogether?

 

We will upload the answers onto the Year 3 blog on Friday for you to check

 

To learn how to add two three-digit numbers using column addition

 

 

Maths

Websites/ games and interactive videos 

Websites to help with column addition:

 

If you need a reminder use this BBC bitesize clip to help https://www.bbc.co.uk/bitesize/topics/zy2mn39/articles/z3kmrwx

 

https://www.topmarks.co.uk/maths-games/mental-maths-train - Can click on addition.

To have fun while you learn.

English

Newspaper report

For English this week, we have another video for you to watch from the Literacy Shed. We would like you to use the video to prompt your ideas for a Newspaper report. The short film you will be watching is called ‘The Lighthouse’ and can be found via Literacy Shed online.

All you need to do is go to the Literacy Shed website: 1. https://www.literacyshed.com/home.html# Copy and paste the link.

2. Scroll down to the bottom and lick on ‘The lighthouse’.

Click to watch the short film. You can watch it as many times as you like. It may be a good idea to jot down the main events in the clip or discuss them with someone afterwards.

You are then going to imagine you are a reporter.

You have been given the task of writing a newspaper report on the events in the clip.

When writing a Newspaper report remember to:

  • Include a title for your newspaper, for example The Hobletts Times.
  • Use a catchy title for your story. For example Lighthouse on the Rocks!
  • Start with an introduction containing the details of the event:

                       What happened?

                       Where and when did it take place?

                       Who was involved?

  • Use paragraphs.

You can also include a picture of the event.

Challenge: Can you include a quote from someone involved? Remember to use inverted commas (speech marks).

You can also use BBC bitesize to support your writing. https://www.bbc.co.uk/bitesize/topics/z2yycdm/articles/z2gk9qt

 

To learn to write a newspaper report

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Geography

Contours, keys and symbols of maps.

 

Activity 1:

Complete the BBC bitesize lesson: Contours, keys and symbols

https://www.bbc.co.uk/bitesize/articles/zvxwjhv including the worksheet from Twinkl, matching the symbols. (This is available as a document below.)

 

Activity 2:

Identify the symbols and geographical features that are on the maps in the documents below. The maps feature Hemel Hempstead and the Welsh Border. You can also access this on Street map. You could create a table featuring all of the symbols with how many of each symbol featured, are there any symbols that feature on both maps? Are there any symbols that you identified in the matching worksheet that are not featured?

 

Activity 3:

Challenge:

Using the maps provided what other symbols can you see? What might they mean?

To learn:

How to read maps.

About our local area.

About another area of the world.

Music

The history of music throughout the 20th Century

There have been many different styles composed, performed and enjoyed throughout the 20th Century. This week we would like you to pick one of the styles from the 20th Century listed below and create a poster or fact file that explains the history, style and when it was most popular. You could also ask your family about their favourites; have a listen and explain how the styles of music make you feel. I have included some songs you might like to listen to for each of the different styles.

Styles:

Jazz (Louis Armstrong: When The Saints Go Marching In, It Doesn’t Mean a Thing)

Big Band and Swing music (Glenn Miller: In the Mood or Duke Ellington)

Rock n Roll (Elvis Presley: Heartbreak Hotel)

Soul (Four Tops: Reach Out, I’ll be There)

Pop (The Beatles: Yesterday, Help! and Hey Jude.)

Funk (Kool & The Gang: Funky Stuff. James Brown: Get Up Offa That Thing)

Disco (Abba: Dancing Queen, Waterloo, Take a Change On Me. Chic: Le Freak, Everybody Dance. The Jackson Five: Blame It on the Boogie)

Indie (Blur: There’s No Other Way. Bastille: Pompeii)

RnB (Rhianna)

Websites to help you:

https://www.dkfindout.com/uk/music-art-and-literature/types-music/

https://www.britannica.com/browse/Contemporary-Music

https://www.britannica.com/art/funk

https://www.britannica.com/art/swing-music

https://www.britannica.com/art/disco

To understand the history of music in the 20th Century

PSHE

PSHE

Activity 1

This week we are continuing our work on relationships and identifying the roles and responsibilities of each family member in your house. Taking the roles listed below (and any others you can thing of) who does these roles in your house? Are there any roles that cannot be done equally well by anyone?

Washing the car

Walking the dog

Decorating the house

Washing up

Mowing the lawn

Mending the leaky tap

Building a wall

Hanging out the washing

Cooking dinner

Tidying up

Bathing the baby

Dusting and sweeping

Weeding the garden

Doing the ironing

To learn about relationships and identify roles and responsibilities.

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school, we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing

audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services/DSPL8

 

Please find additional information on family support in this week’s newsletter

 

Home Learning Update 4th May 2020

 

Please find below activities for this week, which we hope you will enjoy completing.  We are keen to hear how you are getting on so do please email us with your updates via our year group email year3@hoblettsjm.herts.sch.uk. Please also get in touch if you have any questions about any of the activities, if you are unsure of anything we are here to help. If you would like a paper copy of these activities, a maths, English or art book please do let us know and we can organise them for you.

 

Each and every day it would be great if you could:

 

Undertake an activity to support your physical and emotional health. At school we start our day with PE with Joe; you too could try it too.

Read (independently, shared or paired). Enjoy a book, ebook or audio book.

Rock! (Times table rock stars)  - set yourself a challenge within your family. Mrs Boulder is still updating the Rockstars League Table each week and you can see where you are in this week’s newsletter.

Undertake a maths activity – this could be practical too, for example through cooking (you may like to try this week’s recipe in our newsletter)

Undertake an English activity

Undertake a curriculum activity.

 

As you start each day, remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

 

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on 3D Shapes

 

Activity 1: 3D Shape Hunt Go around your home and find some empty packages and boxes. What 3D Shape are they? Can you find a cube? A cylinder or a cuboid shape? Could you organise them into groups so all the cubes are together, all the cylinders are together and all the cuboids are together?

 

Activity 2: Make a collection of small 3D shaped objects, such as a small ball (sphere), a toy building brick (cuboid), a dice (cube) and a glue stick (cylinder). Put the objects into a bag and then put your hand in the bag to choose one of the objects. Describe the shape to an adult and see if they can guess the 3D shape that you are holding. Swap over and repeat.

 

Activity 3: Model Making. Build a model from 3D shapes before talking to an adult about the different shapes you used. Take a photo or draw a picture of your finished model and send it to us

 

Activity 4: Could you make a poster on 3D shapes? You could draw a number of different 3D shapes or you could even draw the objects that you have found around your home. If you want to, you can talk about the properties that the different 3D shapes have including how many faces, vertices and edges. (We have included some information on 3D shapes and properties on the bottom of the Year 3 webpage for you to open and have a look at).

 

Activity 5: 3D Shape Challenge:

  • Can you start by making a collection of different 3D shapes from around your home, such as a tin of food (cylinder), a ball (sphere), a dice (cube), a cereal packet (cuboid) and an ice cream cone (cone).  Look at the different objects. Can you tell an adult in your house which 3D shapes the different objects are?
  • Then can you make a simple ramp? You could use anything from around your home to do this.
  • Which shapes do you think will roll down the ramp? You could even write down your predictions on a piece of paper.
  • Test the shapes by placing them at the top of the ramp. Which shapes rolled?
  • Can you write down your findings including which shapes rolled and which shapes didn’t? You could draw your results in a table. Think about your results and which shapes have curved edges and which have flat edges. What have you learnt about shapes that roll?

 

To identify 3D shapes.

 

To learn the different properties of 3D shapes.

 

 

(Some information on both 3D shapes and properties of 3D shapes are at the bottom of our team pages to help you)

Maths

Websites/ games and interactive videos 

 

https://www.oxfordowl.co.uk/api/interactives/24459.html  - Which shapes have a flat or curved edge?

 

https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zcsjqty - What are 3D Shapes?

 

https://www.bbc.co.uk/bitesize/topics/zjv39j6/articles/zgqpk2p -3D Shapes and their properties.

 

 

 

English

Activity 1 – Narrative writing

This week we would like you to get in touch with your imagination to write a short story. Below are three short openings. Your job is to pick the one you like best and write the ending.

You could even write your own story using just the title if you wish. You can also tell your story via pictures using a story board or comic strip.

Remember to use:

  • Capital letters and full stops.
  • Paragraphs in your writing.
  • Powerful adjectives – describe what you can see, hear and smell.
  • Read back your writing to check it makes sense!

 

1. The Secret Garden

You are out playing in the garden when you notice a rose bush behind the shed. It is a strange bush with bright leaves and blood red rose petals you have never seen before. You wander over, kneel down and begin to push though the bush. You are crawling for what seems like forever, the air around you falls silent. You finally see daylight. You stumble and look up. You see a world like no other…

 

2. The Magical Movie Theatre

You are walking past an abandoned building; no one else is around. You can hear nothing but leaves rustling. You find a golden ticket on the floor. You stop and slowly bend down to pick it up. A gust of wind and the doors of the building swing open. You jump back and feel your heart pounding like a race car in your chest. You move slowly over to the building and peer inside. You notice the building is an old movie theatre…

 

3. The Shrinking Machine

You are out with Grandad on a dull Saturday morning. Grandad loves old-fashioned antiques and together you head to Mr Brookes Antique Shop. Grandad reminds you not to touch any of the precious goods as the bell chimes above your head and you step inside. You head towards the back of the shop and there, sitting on a shelf you see a Jack in the Box. You reach out and begin to wind the handle slowly. As the soft music plays you lean in closer to the box and notice something strange. A tingle in your toes. Then in your legs. You let go of the handle about to run, but you cannot move. The bell from the shop door chimes again and you feel your body slump to the ground. When you open your eyes, you look around to see everything in the shop is bigger. Or even worse, you are smaller.

Additional story ideas:

  • The magic teapot.
  • A letter from Ninja school.
  • A magic wishing well.
  • A planet with no name.

 

 

To learn to write a story narrative.

 

Remember to use:

  • Capital letters and full stops.
  • Paragraphs in your writing.
  • Powerful adjectives – describe what you can see, hear and smell.
  • Read back your writing to check it makes sense!

 

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

 

Science

To continue our Light and Shadow topic. We would like you to investigate what happens to shadows when the properties of light are changed.

 

Activity 1:

Can you make a prediction using what you learnt in week 1? What do you think would happen when the properties (brightness, position, distance) of a light source are changed?

You could use the following questions to help you make your predictions…

What will happen to a shadow when a light source is made dimmer/brighter?

What will happen if a light source is moved further away/closer?

What will happen if the position of the light source is moved up/down?

 

Activity 2:

Can you choose something from home such as your favourite toy and create an investigation that will prove or disprove your predictions?

Try to include a method (How you are going to do it.), results and a conclusion (Explaining what your results have shown you.)

You could then write up your investigation to explain your findings with diagrams or photos to show what you have found out.

 

Some key vocabulary that could help you with your work this week:

Beam

Shadow

Brightness

Position

Distance

Opaque

(If you aren’t sure of the meaning of any of these words you could find out what they mean at www.dictionary.com )

 

To learn the effects of light.

 

 

 

ART

On Friday 8th May 2020 Britain will be commemorating the 75th anniversary of VE Day when the guns fell silent at the end of the war in Europe.

 

Due to the coronavirus restrictions most VE Day 75 events and street parties have had to be cancelled or postponed but we still want you to be able to mark the occasion, share your pride in our country and honour the men and women of WW2.

 

Therefore, we thought it would be lovely to join in with the BBC’s Great British Bunting campaign. We would like you to design and create bunting that can be placed in your windows from Friday 8th May to Sunday 10th May.

 

For more information visit:

https://www.bbc.co.uk/programmes/articles/4TrqYDyf4PMdLypxzyTwGDg/great-british-bunting

 

How to make your VE Day ‘Great British Bunting’

 

  1. Make your flags:

 

To print out the template:

  • Download and print the template from bbc.co.uk/makeadifference
  • Cut along the dotted lines

OR

To make your own template:

  • Take an A4 piece of paper long ways up (portrait)
  • Fold over about 2cm at the top
  • Fold the paper in half long ways
  • Draw a line diagonally from the outside of the paper at the top to the fold in the middle at the bottom
  • Cut along that line through both sides of the paper
  • Unfold your paper

 

  1. Decorate your bunting:
  • Decorate the main triangle but leave the top strip blank
  • You can decorate with anything you want – paint, pencils, collage, glitter, stickers, crayons, pens
  • You can draw anything that inspires you but here are some ideas if you get stuck:
  1. A soldier from WW2
  2. Your grandfather who was in the navy
  3. Your grandmother who worked for the RAF
  4. Union Flag
  5. A dove of peace v Your message of thanks
  6. Your hero

 

  1. Construct your bunting
  • When you’ve decorated all of your flags, fold along the solid black line to make a flap
  • Put the flap over your string or ribbon and glue or tape the flap in place
  • Leave a gap between each triangle and keep adding them until you’re done with a spare bit of string/ribbon on each end for hanging
  • Hang your bunting in your window for people to enjoy!

 

 

To understand VE day.

 

To learn to design and create bunting.

RE

For RE this week we would like to focus our learning on Islam. We have learnt about Easter and Christmas which are important events in the Christian religious calendar. This week we would like you to learn all about Ramadan and create a poster to explain the key points and why Muslims participate in it.

 

The following websites can help you:

https://www.bbc.co.uk/bitesize/topics/zpdtsbk/articles/zjc2bdm

https://www.dkfindout.com/uk/more-find-out/festivals-and-holidays/ramadan/

 

You could include:

  • Why they celebrate?
  • When it is.
  • How they celebrate?
  • Key celebrations during the month of Ramadan.

Any experiences you have or Ramadan.

To know what Ramadan is and why Muslims participate in it.

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Saracens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s wellbeing and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

Home Learning Update 27th April 2020

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on time.

 

Activity 1: Make a timetable of your day. You could draw pictures for each activity or take photographs. Write in your meal times and any other activities you do. Underneath each activity,  write down the time you started and finished the activity. You could even write down how long each activity took.

 

You could even make a timetable which you would like to do for the following day. For example, you can write 8 o’clock (08:00) – get up. Half past eight (08:30) – have breakfast. Quarter to nine (08:45) – brush my teeth, nine o’clock (09:00) – start my home learning. Half past ten (10:30) have a break and a snack and so on. You will need to watch the time throughout the day so you don’t miss any of your fun activities you have planned.

 

Activity 2: Make your own clock using a paper plate or by cutting a circle out of cardboard. Use a real clock to help you to write the numbers correctly and make your own clock hands. You could use two different colours of paper or even two different colours of playdough to make your clock hands. Remember that you need to make a shorter hour hand and a longer minute hand. Talk about the events of the day with an adult. While saying what you do at different times of the day you can move both the minute and the hour hand on the clock to show the time. Remember you can be creative as you like and have lots of fun with your design.

 

Activity 3: Look around your house and see how many different ways of measuring time, you can find. Can you find a clock? …a watch? …a timer? …a sand timer? …a stopwatch? What are these things used for? What numbers can you see? Take some photos or draw a picture of some different ways to measure time.

 

Activity 4: Can you make a poster about time? You could be as creative as you wish and use lots of different colours to make it bright and colourful. Remember once you complete these activities, send them over to the year three team. We would love to see what you have been up to. Well done Year 3!

 

To learn how to tell the time using an analogue clock.

 

Remember if the big hand (minute hand) is on the right hand side of the clock, it is minutes past the hour and on the left hand side of the clock is minutes to the hour.

 

 

Maths

Websites/ games and interactive videos 

Top Mark telling the time games:

 

http://www.ictgames.com/mobilePage/hickoryDickory/index.html  - Hickory, Dickory, Clock.

 

http://www.scootle.edu.au/ec/viewing/L9643/index.html - Time Tools.

https://www.sheppardsoftware.com/mathgames/earlymath/on_time_game4.htm - Setting the clock.

 

Fun and interactive games to practise telling the time.

English

This week we would also like you to do some non-fiction writing using a video to help inform your work. The short film you will watch is called ‘The Lego Story’ and can be found via the Literacy Shed online.

All you need to do is go to the literacy Shed website: (you do not need a log in)

1. https://www.literacyshed.com/home.html# Copy and paste the link.

2. Click on ‘The History Shed’ (you may need to scroll down a little).

3. Click on the ‘The Lego Story’. (On the third-row, first box).

Before watching the film, have a think what the clip may be about. You may also consider things you already know about Lego. You can again, jot your ideas down in a mind map. Then click to watch the short film. You can watch it as many times as you like. When you have watched the clip – have a think or tell someone at home what you learnt. Where did Lego come from, how was it discovered? Did you find out anything interesting or something new?

We would then like you choose two of the following activities:

· Create an information leaflet about Lego. Including all the facts you discovered in the film.

· Conduct your own research on Lego or another toy of your choice. Where did it first come from/how old is it/how has it changed over the years?

· Design your own Lego structure using a pencil and paper. What would you build/how big would it be?

· Create your own structure – you can do this using Lego or paper. Then write a set of instructions for building your masterpiece!

· Design your own toy – this can be anything you like! Draw a picture and write some sentences to explain, what it is/what it does/how it works.

Then, imagine you are a toy maker or designer. Create an advert to sell your toy around the world! Why is your toy the best? What is special about it? How much is it to buy? Who is it for? If you choose not to watch the videos, no problem! You can still have a go at some of the activities above! Get creative and have fun! Remember you do not need to write loads and loads! It’s much better to create some good quality simple sentences!

 

To learn to recreate an information leaflet.

 

To learn to design your own Lego structure or toy.

 

To learn to create your own Lego structure or toy.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

 

 

To improve your spelling accuracy and vocabulary knowledge

Geography

This term we are refining our map skills.This week we would like you to practice how to use them to locate countries within the UK

 

Activity 1:

Complete the BBC bitesize lesson: Introduction to maps.

https://www.bbc.co.uk/bitesize/articles/zhtyvk7

 

Activity 2:

Using Google maps or another map app/website can you find the countries of the United Kingdom (UK)

  1. England
  2. Wales
  3. Scotland
  4. Northern Ireland

Then draw your own version of the map to create a poster.

 

 

Activity 3:

What are the capital cities of the UK?

Where are they on your map?

Can you write three facts about each of  the capital cities?

To develop map reading skills

 

To know the countries that make the UK and their capital cities

 

 

Music

How does music make you feel?

 

Activity 1:

Watch the video on the BBC bitesize website that explains how music makes you feel.

https://www.bbc.co.uk/bitesize/topics/zcbkcj6/articles/zc7m7p3

Now find and listen to a song that makes you happy

 

  1. Why does it make you feel happy?
  2. Can you describe what the artist has done to make the song happy?
  3. What do happy songs make you want to do?

 

Think about how you could present your information e.g this could be a poster, video, picture.

To understand and be able to explain  how music makes you feel.

PSHE

Activity 1

Our focus this term in PSHE is Relationships. For this topic, we would like you to think about the people in your life you are grateful fo. This could be a friend, a relative, someone in school or a neighbour. It is completely up to you. Think about someone who makes a positive difference in your life and who you would like to show appreciation for. Then, choose from the following activities:

Create a poster about this person. You could draw a picture of them and write words which describe them or make them special: are they kind, caring, funny? Do they make you laugh or smile?

Write a card to your special person. Explain why you have chosen them and what they do you are grateful for. i.e. taking you to the park, reading you stories, helping you learn.

Activity 2

Within this topic we would also like you to consider friendship. Think about:

What makes a good friend and what qualities a good friend has

Create a friend. You can do this by drawing on a piece of paper or if you wanted, you could lie down and draw around your body (either outside using chalk or on a big piece of paper). When you have done this colour them in or add on detail. Now, write all the qualities of a good friend around the outside. Think about the things you look for in a friend. Are they helpful? Do they listen well? Do they play nicely?

 

To know what makes a good friend

PE

Gymnastics with Max! Live sessions on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

 

Dance, fitness and rugby skill videos with the Sarecens Sports Foundation

 

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w

 

Weekly Challenges based on the School Games Values

http://www.dacorumschoolsportsnetwork.co.uk/

 

To learn new skills and mastery points.

To develop positive wellbeing

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

Five ways to incorporate mindfulness into your child’s day: https://www.bbc.co.uk/bitesize/articles/zjvwkmn

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

 

A daily timetable of online videos for you to choose from:

 

9.00am - PE with Joe Wicks https://youtu.be/6v-a_dpwhro

10.00am - Maths with Carol Vorderman www.themathsfactor.com

11.00am - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/

12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

1.00pm - Music with Myleene Klass https://www.youtube.com/channel/UCQh2wgJ5tOrixYBn6jFXsXQ

1.30pm - Dance with Darcey Bussel https://twitter.com/diversedancemix/status/1241098264373592065

2.00pm - History with Dan Snow (free for 30-days) https://tv.historyhit.com/signup/package

4.00pm - Home Economics with Theo Michaels (Mon/Wed/Fri) https://www.instagram.com/theocooks

 

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition:

  • please find an attachment to our team page that lists a number of books from ‘Reading Well, to support emotional wellbeing
  • audio stories from and read by David Walliams are now available to listen to through his website www.worldofdavidwalliams.com and will be available for free for 30 days.

 

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday. 

 

Please do let us know if you need any help accessing your account via our year group email

Link Family Services

 

Please find an updated list of activities from Link Family Services detailing activity ideas for you as a family

 

 

 

Home Learning Update 20th April 2020

 

Each and every day remember that your physical and emotional wellbeing is your priority. If you only do one thing from the above do the first. Take each day as it comes, stay in touch and remember we are here.

 

 

Subject

Activity

Intended Learning Outcome

Maths

This week we would like you to focus on place value and ordering numbers:

 

Activity 1: Use a pack of playing cards or make cards of your own using card or pieces of paper. Can you cut up 9 pieces of card and write the digits 0 – 9 on them. Turn all the cards over so that you cannot see the numbers. Each player picks up three cards and makes the biggest number they can. Each player then reveals the number that they made. The player with the biggest number gets a point. Turn all the ‘cards’ over again, shuffle and repeat. First player to get 10 points wins.

 

Activity 2: Lay your ‘cards’ you made above out on the floor. What is the biggest number that you can make and what is the smallest number you can make? What is the closest number you can make to 300 and what is the closest number you can make to 100?

 

Activity 3: Place value game: Race to 100 – Using a deck of cards or your 0-9 cards. Each player should take a card from the deck/pile and write it down.  On the players next turn, he/she will take another card and add the card to their total. Continue until the first player reaches 100. You can even make the number smaller if you wish. The first player to get to 100 or your target number is the winner  

 

Activity 4: Can you create a poster explaining the different values of a number by looking at what each digit is worth? For example, if you had the number 483 – The 4 is worth 400, the 8 is worth 80 and the 3 is worth 3. You would record this as 483=400+80+3 or 4 hundreds 8 tens and 3 ones

 

Activity 5: Roll a dice three times, recording the digit you roll each time by counting the dots. Now investigate how many different numbers you can make using the three digits? Could you then group them into odd and even or even order them onto a number line from smallest to largest or largest to smallest?

 

Activity 7: Can you write down ten different three-digit numbers on different pieces of paper and get someone in your family to hide them around the house/garden? Set a timer for 60 seconds. How many you can find? Can you complete the activity again the next day and get more numbers in 60 seconds? Can you collect them and order them?

To learn the place value of each digit within a three-digit number

 

To learn how to order and sequence three digit numbers

Maths

Websites/ games and interactive videos 

Top Mark place value games:

https://www.topmarks.co.uk/maths-games/5-7-years/place-value-odd-and-even

Place Value Basketball

Place Value Charts

Shark Numbers

https://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing-numbers

Caterpillar ordering

Coconut ordering

Range arranger.

Fun and interactive games to practise strategies you have learnt in class based on place value and ordering number.

English

Activity 1:

For English this week, we would like you to use your imagination to do some fictional writing, using a video to prompt your ideas. The short film you will be watching is called the ‘Dreamgiver’ and can be found via Literacy Shed online. All you need to do is go to the Literacy Shed website: (you do not need a log in)

  • https://www.literacyshed.com/home.html# Copy and paste the link.
  • Click on ‘The Fantasy Shed’ (you may need to scroll down a little).
  • Click on the ‘Dreamgiver’. (On the second-row middle box).

Before watching the short film – think what the story may be about. Use the picture and title of the story to give you some ideas. You could even jot these down in a mind map.  What kind of a character do you think the Dreamgiver be? Who might they visit? What might they do, and how?

Then click to watch the short film. You can watch it as many times as you like. When you have watched the clip – have a think or tell someone at home what happens in the story. We would then like you to:

Come up with your own object that you would like the Dreamgiver to crack his magic egg onto. This could be:

  • A football – to make you a world class football player.
  • A comic book – to turn you into a superhero.
  • A cupcake – to make you a world-famous baker.
  • A cuddly dog toy – to turn you into a vet.

Or, come up with one of your own! The choice is yours!

Finally, draw a detailed and colourful picture of your item and then write about your dream!

Think about, what happens when the Dreamgiver cracks his egg over your picture.

  • Where are you transported to in your dream?
  • What can you see/hear/smell?
  • How do you feel?
  • What happens in your dream – are you playing a championship match and score the winning goal?
  • How does your dream end?

Other ideas

· Design and describe your own Dreamgiver. What do they look like? How do they give dreams to people?

· Write a diary entry about the night the Dreamgiver came to visit you. What happened and how did you feel? Excited/anxious/scared/amazed.

Day 1 – watch the video clip, record some notes and ideas you would like to take into your story

Day 2 – complete a plan

Day 3 – draft

Day 4 – get some feedback. Read your draft to someone in your house. What is really effective? What could be improved? Re write adding in your improvements

Day 5 – Re read your story to the person from yesterday, what do they think? Is there anything else that could be improved? Finally write up your work presenting it in the very best way you can; remember to be careful with your joins and the size of your letters!

Email it to us; we would love to read them!

LO: To write a non-fiction story. 

Remember to:

  • Use capital letters and full stops.
  • Write in first person (I).
  • Use paragraphs. 
  • Use conjunctions (and, but, when, if).
  • Use adjectives to describe the setting.
  • Use verbs to explain what happens in your dream (action word i.e. floated/sailed)

Challenge:

Can you use adverbs to describe your verbs (I.e. softly floated)?

Spellings

Practise words on one of the attached spelling lists (attached at the bottom of the Year 3 page) and try and use these in your writing.

To improve spelling accuracy and vocabulary knowledge.

Science

Our next topic is Light and shadow. We would like you to firstly do some research. You can use the following websites to help answer the following questions.

https://www.bbc.co.uk/programmes/b0078n4q/clips https://www.bbc.co.uk/bitesize/clips/zshxpv4 https://www.bbc.co.uk/programmes/p0117xjl

1. How is light made?

2. Where does light come from?

3. How do we get day and night?

4. What are shadows?

5. How are shadows created?

You can record your answers however you like.

Activity 2: Find a torch and shine it against a wall. What shadow shapes can you make using your hands and fingers? Can you put toys in front of the torch or objects to see their shadow shapes?

 

Activity 3: If the weather is sunny, could you go outside and see your shadow? Move your body around to make different shapes. Can you make your shadow long and tall? Can you make your shadow look around? Could you write your findings down for us? What did you have to do to make your shadow longer? What did you have to do to make your shadow shorter?

 

 

To learn:

 

How light is made.

Where light comes from.

How we get day and night.

What are shadows?

How are shadows created?

 

To learn what makes a shadow shorter and longer.

RE

This term we have been learning about Christianity and Islam. We have looked in lots of detail at both religions so we would like you to create an information leaflet or poster about a religion of your choice. You could include:

· Beliefs

· Special celebrations

· Places of worship

· Symbolic individuals

· Stories / parables

Make them as interesting and colourful as possible!

The following website also has lots of learning ideas linked to Easter and Christianity. Just click on the link below, select KS2 and view resources 1 and 2 for Easter traditions. Select resource 3 for cross-curricular links to art and poetry. http://www.natre.org.uk/about-natre/free-resources-for-you-and-your-pupils/

 

  •  

To learn how to write an information leaflet on both Christianity and Islam.

French

In French this term, we have been learning the different colours and days of the week. Here are some activities below which we would like the children to complete.

Activity 1:  Days of the week: https://www.youtube.com/watch?v=rim94Xp2XQ4

Watch the video and try to pronounce the days of the week in French. You could then design a calendar for the week using the French names and fill it in with the activities you’ll be doing each day i.e.

· lundi (Monday) = spelling, times tables and baking.

· mardi (Tuesday) = maths and PE.

· Mercredi (Wednesday) = Writing, reading and gardening.

Activity 2: Colours: https://www.youtube.com/watch?v=JkQGN86qTag

Watch the video and try to pronounce the names of the different colours in French. You could then, design your own flag – add colour and label each one in French. Can you include 8 different colours? You can get as creative as you like!

Can you produce a rainbow to go in your windows for people to see when they pass your house? Once you have coloured in your rainbow, you can write down the colours you have used in French on your poster.

 

 

To learn the days of the week in French.

 

To learn the colours in French

PE

You might also like to try gymnastics with Max! The sessions will be live on Tuesdays and Fridays:

https://www.youtube.com/channel/UCu-rJFVlr7ZAZ0en3RRALPw

https://www.youtube.com/channel/UCS87u4n8b3XMg5jflJkDu5w Saracens Sports foundation – Dance, fitness and rugby skill videos uploaded daily

 

http://www.dacorumschoolsportsnetwork.co.uk/

Bottom left of the home page they are uploading weekly challenges based on the school games values

 

To learn new skills and mastery points.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Home Learning Update March 27th 2020

 

Subject

Activity

Intended Learning Outcome

Maths

We would like you to investigate 2D shapes and fractions.

 

  • Activity 1: How many different shapes can you find around your house? Go around your house and identify as many shapes as you can. You could even pick a shape. For example, a square and then go around the house and see how many squares you can find. You can write down your findings in a table with the shapes at the top of each column. Or you could even take a picture of different shapes.
  •  
  • Activity 2: Create a poster showing the properties of 2D shapes (see attached pdf documents for ideas – Remember vertices are corners of the shape)
  •  
  • Activity 3: Can you draw and cut out some different 2D shapes (square, rectangle, circle, hexagon) and fold them in half? How many different ways can you fold the shapes so that each part is identical?
  •  

Activity 4: Can you write down fractions of amounts? Can you collect all your folks and spoons and tell me how many you have as a fraction? Remember the top number (numerator) would be how many folks you have got and the bottom number of the fraction (denominator) would be how much cutlery you have altogether. For example, if you have 24 pieces of cutlery and 3 folks – the fraction would be 3/24. You can even write fractions of amounts using pictures and drawing. For example, you could draw 18 fish and colour in 9 of them. You would then write the amount you have coloured in as the top number (numerator) and how many fish would be the bottom number of the fraction (the denominator). You could use lots of different things in your house.

 

Activity 5: Can you create a fraction poster or PowerPoint presentation to show what you have learnt?

 

Practise your times tables using Times Tables Rockstar’s https://ttrockstars.com/

To name a number of different 2D shapes.

 

To identify the properties of different 2D shapes.

 

To learn to find fractions of amounts.

 

Remember everything we've been learning in class!

 

Work through the tasks in any order.

 

Maths

Websites/ games and interactive videos  

Top marks maths:  Games https://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing-numbers - This week we would like you to focus on multiplication.

Below are some Maths games which you can make and play at home with your family:

Indoor maths game 3: Multiplication Bingo 

What you need to play:

  • Paper to write numbers down on

How to play:

Step 1:  In this mathematical version of the game, all players write down 5 numbers, which are multiples of a given times table. For example: if they were doing the 5 times table, they might write 10, 35, 45, 50 and 60.

Step 2: A third person can lead the game and call out multiplication questions from the chosen times table, or they can be written on cards, jumbled up in a pile for players to take turns picking and reading out.

Step 3: If the player has an answer to the question on their bingo board, they can cross it out. First person to cross out all their numbers is the winner. 

Game 2:  The Yes/No Game

What you need to play:

  • A series of cards/pieces of paper

How to play:

Step 1: Both players put a card on their head. It could have a number on it, a shape etc…. 

Step 2: The first player asks a question which can only be answered with ‘yes’ or ‘no’. E.g. ‘Am I odd?’ ‘Am I under 20?’ ‘Do I have 4 sides?’ etc…..

Step 3: They keep asking questions until the get the answer correct, or they run out of turns (you can set the number of turns they get at the beginning of the game). Then it is time for the other player to have a go.

Pen and paper maths game 2: Multiplication 4 In A Row

What you need to play:

  • Sheets of paper
  • Counters or coins

How to play:

Step 1: Each player needs a set of coloured counters or different coins (2ps vs 10ps as an example). 

Step 2: Make a grid containing the answers to the times tables being worked on and a set of cards with the multiplication questions.

Step 3: Each player takes it in turns to pick a card, work out the answer and cover the answer with their counter. The first player to cover four in a row is the winner.

More of these home maths games can be found:

https://thirdspacelearning.com/blog/fun-maths-games-activities-for-kids/

If you don’t have any of these materials at home to make this game, you can pop into the school and we will have them ready for you to collect?

This website covers all topics in the KS2 Mathematics Curriculum. It has useful video clips and practise questions if you need some reminders on key facts and information.

 

 

 

Fun and interactive games to practise strategies you have learnt in class, suitable for Year 3 are listed.

 

English

Activity 1: This week we would like you to write a Haiku poem. Remember a Haiku poem has three lines. The first line has 5 syllables, the second line has 7 syllables and the final line has 5 syllables.

Remember to pick an exciting theme of your choice. You could use one of the following…

  1. The garden.
  2. What you can see from your window.
  3. Your family.
  4. Your favourite hobby.

Activity 2: We would like you to start a diary entry of what you are getting up to each day while you’re at home. Think about creating your book and designing your front cover (we have left a box of card and paper at the front of the school if you would like some to use) Remember the structure of a diary. We always start with Dear diary and finish with our name.

Activity 3: Create your own super hero. Think about what he is wearing, his super powers (what makes him a super hero? Is he invisible? Can he fly?) Does he have a catchphrase? ….. To infinity and beyond. Once you have created your character, we would like you to create a storyboard or comic strip of your superhero in action. Remember their must be a problem he solves.

Activity 4: Can you write a postcard or a letter to us to tell us what you’ve been up to! Take a picture and send it to the year 3 email and I can upload it to the blog! You may also want to include a picture. Remember to include questions so we can respond!

You may also wish to have a look at - English with David Walliams https://www.worldofdavidwalliams.com/elevenses/. It is on at 11am every day.

1. To learn how to write a Haiku poem.

 

2. To learn how to write a diary entry.

 

3. To learn how to write a comic strip.

 

Remember to include all steps to success which we have done in class. Examples are included within each activity.

Art

Activity 1: Draw a self-portrait of your face. Think carefully about which media you will use, for example: pencils, pen, crayon, paint or chalk. You could use the step-by-step instructions on the Drawing A Face to help you which I have attached below (you can open the link below)

 

Activity 2: Draw a jungle animal or your favourite animal. Think carefully about the steps which you need to take in order to draw the animal and which media you will use, for example: pencils, pen, crayon, paint or chalk. You could use the step-by-step instructions on the drawing a jungle animal to help you which I have attached below at the bottom of the Year 3 page. (You just need to open the link to see)

 

Activity 3: Play a self portrait game with someone in your home. You will need two people and a piece of paper and pencil each. Sit next to one another and look directly at their face. Your eyes cannot come off of their face and you cannot look down at your paper at any time. You have 60 seconds to draw their face without looking at what you are drawing at all. After 60 seconds you can both look. The results will be very interesting!

Practise drawing a self-portrait of your face using accurate proportions

PSHE

This term we have been looking at Healthy me within our PSHE Lesson.

If you are taking part in the Joe wicks morning pe session or completing a daily walk or active activity, once you have completed this workout, we would like you to think about the following questions, maybe you could discuss them with someone you live with:

  1. What was happening to your body while you were moving?
  2. Why do you think it is important to be active?
  3. What happens to your heart when you are exercising? Do you breathe fast or slower?
  4. How can you make your heart and lungs get stronger?

Activity 1: We would like you to come up with a fitness challenge that you are going to complete each day for a week. For example, pick an activity that you can do in 60 seconds. For example, star jumps, bunny hops, hoping on one leg. Count how many can do and write down your score. The next day complete the same challenge and see if you can beat your score.

Activity 2: Produce a poster on healthy living. It could be healthy foods; it could be how to keep active or what happens to your body when you exercise. Remember to send your work to the Year 3 email address so we can add it to our blog.

You may also want to watch Jamie Oliver to get some cooking ideas. 12.00pm - Lunch (cooking with Jamie Oliver) https://www.jamieoliver.com/features/category/get-kids-cooking/

 

Understand the important of a healthy lifestyle and healthy me.

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health.

 

In school we have enjoyed working out with Joe Wicks at 9am every morning. If this is a little too early for you, the half hour workout can be downloaded throughout the day.

 

In addition to this, and to last week’s suggestions, please find below a few more links to support physical health.

 

Premier League Stars https://plprimarystars.com/

 

Mindfulness – find on line resources and activities at https://www.smilingmind.com.au/

 

Cosmic Yogahttps://www.youtube.com/user/CosmicKidsYoga

 

BBC Supermovers - https://www.bbc.co.uk/teach/supermovers

 

GO Noodle  - https://www.gonoodle.com/

 

At home physical activity booklet  - https://physedreview.weebly.com/-at-home-resources.html

 

Weekly ‘Chance to Shine’ Challenges are also available via Mrs Short’s blog on our website.

Reading

 

We hope that you are continuing to enjoy reading at home and that you have found the Oxford Owls reading resource helpful 

 

In addition, please find an attachment to this page that lists a number of books from ‘Reading Well, to support emotional wellbeing

Times Tables Rockstars

 

We hope that you are enjoying rocking at home! We will provide weekly updates of our top rockers each Friday.  

 

Please do let us know if you need any help accessing your account via our year group email

 

 

 

 

       
     
   
 

Home Learning Update March 2020

 

Subject

Activity

Intended Learning Outcome

Maths

  1. Make your own board game. Think about using number bonds or maths questions including times tables.
  2. How many right angles can you find in your house? Can you take pictures of these?
  3. Ask your family or friends one of these chosen question (you could even think of your own).
  • What is your favourite food?
  • What is your favourite colour?
  • What is your favourite animal?

Then, create a tally chart using this information.

Can you transfer this information into a bar chart?

  1. Make a pizza or a cake using paper and pencils (or you could even make it to eat).

Can you split this into a fraction of your choice (think about  12  and 14 )

  1. Can you make up a times tables song or rap! You can even add in actions ready to perform when you get back to school!

 

Remember everything we've been learning in class!

Work through the tasks in any order..

Maths

Websites/games and interactive videos  

BBC Bitesize KS2 Maths

Addition and subtraction: https://www.bbc.co.uk/bitesize/topics/zy2mn39

Adding and subtracting fractions: https://www.bbc.co.uk/bitesize/topics/zhdwxnb/articles/z9n4k7h

Shape: https://www.bbc.co.uk/bitesize/topics/zvmxsbk

Bar charts: https://www.bbc.co.uk/bitesize/topics/z7rcwmn

Bar charts: https://www.bbc.co.uk/bitesize/clips/z8487ty

 

Top marks maths: Games

https://www.topmarks.co.uk/maths-games/7-11-years/ordering-and-sequencing-numbers

This website covers all topics in the KS2 Mathematics Curriculum. It has useful video clips and practise questions if you need some reminders on key facts and information.

 

 

 

 

 

Fun and interactive games to practise strategies you have learnt in class, suitable for Year 3 are listed.

 

English

  1. Write a set of instructions.

Write a set of instructions for one of the following:

  • Making a meal i.e. sandwich, drink, cake, pizza.
  • Making a board game (if you have chosen to complete this as your maths task).
  • Playing a game.
  • Making a sculpture i.e. Lego, playdough, paper. 
  • Daily tasks i.e. getting dressed, brushing teeth, doing your hair, tying your shoe laces.

Remember to include:

  • Title for your instructions i.e. How to…
  • An equipment/ingredient list.
  • Method (using numbers or time connectives. I.e. first, next, then, finally).
  • A picture or drawing of your creation.

You could even complete your instructions as pictures if you like!

 

  1. Write your own traditional tale.

You can:

  • Make the book.
  • Design the front cover.
  • Create your own characters.
  • Write the story.

You could choose to do a comic strip story or a picture book if this is better for you.

Remember the order of the story:

Beginning: Begin with introducing your characters and the setting.

Middle: Decide on your plot – what is the problem that occurs in your story.

End: What is the solution to your problem? How does the story end?

 

Choose one or more of the following tasks to complete.

Remember to include all of the steps to success that you include in your writing in class:

  • Title for your instructions i.e. How to…
  • An equipment/ingredient list.
  • Method (using numbers or time connectives. I.e. first, next, then, finally).
  • A picture or drawing of your creation.

 

Think back to the traditional tales we have looked at recently in English (The 3 little pigs, Little Red Riding Hood, Goldilocks, Snow white and the seven dwarfs).  

Try to include:

  • Punctuation.
  • Inverted commas for speech.
  • Powerful adjectives.

 

 

Science

Our topic in Science this term is animals including humans.

  1. Poster or booklet.

We would like you to do some research on the skeleton and create a poster or a booklet to present your findings.

Use websites to help you:

BBC Bitesize KS2 (Scroll down to Human Body Section)

https://www.bbc.co.uk/bitesize/subjects/z2pfb9q

  1. Healthy eating activities.

We have looked at the food groups and how each one can help our bodies.

We would like you to tell us everything you know about food, the food groups, nutrition and how to be healthy.

 

You can choose one of the following activities:

 

  • Mind map of the food groups,
  • Design a healthy menu or recipe.
  • Design a plate with a balanced meal.
  • You could even make your favourite delicious healthy meal and take some pictures while you make it!

 

We would love to see your fantastic cooking skills!

 

You could use the website DK Find out to help you with this.

 

www.dkfindout.com

 

We would like you to focus on our key objectives for the term:

  • Skeletons and Muscles
  • The functions of the skeleton.
  • How to keep your body healthy.
  • Nutrition

 

History / Georgraphy

The Romans. This term we are studying the Romans.

 

 

 

 

You can choose any of these topics to research:

 

  Roman Religion (gods and myths)

  • Roman Sports and Leisure (gladiators, competitions)
  • Roman Towns (e.g. houses and town planning)
  • Roman Homes (e.g. mosaics and food)
  • Roman Army (e.g. soldiers, road building)

 

 

Your project doesn’t have to just be written! Be as creative as you can!

 

Here are some ideas that may help you:

 

Roman Religion (gods and myths)

Can you make a fact-file about a Roman god, draw an illustration of them and explain how they might have influenced Roman life. You could also make a cartoon of the myth about a Roman god.

 

Roman Towns.

Roman towns were extremely well planned, think about the different buildings found in Roman towns; baths, shops and houses, how could there be organised into a grid. Can you explain why each building was needed?

 

Roman Homes (e.g. mosaics and food)

Design a mosaic for Hoblett’s Manor Junior School and think about colour and shape, what patterns do you see around school that could influence the design? Could you design a menu to be eaten on Roman day, what foods did the Roman’s eat, and how was the food prepared?

 

Roman Army (e.g. soldiers, road building)

You could design your own armour for a Roman soldier, explaining what you would make it from, how much it would cost, and what decorations it would have on it. (This can also be linked to gods and myths).

 

Here are some additional websites to help you.

BBC Romans

Wide-ranging resource - activities, and games. From the BBC.

http://www.bbc.co.uk/schools/primaryhistory/romans/

 

Roman Centurion

Dress the soldier and find out about his equipment along the way. KS2. From Birmingham Museums and Art Gallery.

http://www.schoolsliaison.org.uk/kids/romancent.htm

 

Bath Bubbles

Fun, fast game based on a visit to the Roman Baths, KS2. Basic level of prior knowledge needed. From Roman Baths Museum.

http://www.romanbaths.co.uk/childrens_pages.aspx

 

Roman Homes

http://www.primaryhomeworkhelp.co.uk/houses/Roman/townhouses.htm

 

We would like you to focus on the key objectives for the term:

  • Roman Religion (gods and myths)
  • Roman Sports and Leisure (gladiators, competitions)
  • Roman Towns (e.g. houses and town planning)
  • Roman Homes (e.g. mosaics and food)
  • Roman Army (e.g. soldiers, road building)

 

 

Design and Technology

Next term we will be looking at building our own sculptures. These will include sculptures for the garden and the classroom. Therefore we would like you to create your own.

You can make your sculptures using many house hold items including:

  • Paper
  • Cardboard
  • Tissue
  • String
  • Straw
  • Playdough

You could even make your sculpture and write up the process as a set of instructions for English!

We will look forward to seeing your pictures or sculptures in school!

Think about your final product. You may want to plan you final piece first!

 

We are keen to ensure we continue our support of your child’s well being and would ask that together each day families take advantage of the opportunity to engage in activities listed below in order to maintain positive physical and mental health

 

  • Daily challenges for your child/children can be accessed via Twitter: @GetSet4PE
  • Log onto Youtube to access The Body Coach TV and participate in a range of kids workouts at home with Joe Wicks to talk you through them
  • Visit http://theimovement.com/ to access free resources, activities and videos to use at home on Imoves
  • Visit Fitter Futures to access workout & mindfulness videos .To access Fitter Future: Click Username for KS2 classes: hoblettsks2  The password for KS2 classes: hoblettsks2 (in order that all children remain able to access this resource please do not change the password)

 

Reading

We love reading at Hobletts Manor Junior School and encourage your children to read widely and often; to become more confident, resilient and fluent readers with a passion for books. 

 

Reading widely and often will help to increase your child's vocabulary, spark their imagination and provoke curiosity. We therefore ask that you continue to read together daily. 

Log on to: Oxford owls and sign up to access a range of high quality texts for you to enjoy.

Times Tables Rockstars

We as that your child/children to keep rocking every day to enhance and embed their learning of their times tables.

 

 

 

 

 

 

Home Learning Support Documents 4th May

Properties of 2D shapes poster

Books to make you feel better

27th March DFS & Link Activity Ideas

Family Activity Ideas from Link Family Services - March 2020

Grammar Terminology prompt sheet for families

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