Year Three Learning from Home - West Ryde Public School

Year 3

Year Three Learning from Home

Learning from Home –

Weeks 9 to 11 timetable

Communication with your child’s teacher

Other activities

This timetable outlines the teaching and learning program for students who are continuing to attend school for the remainder of Term 1. Families may use the suggested timetable for the final weeks of Term 1 to establish structure and routine during time away from school. Due to issues relating to equity, illness and personal circumstance, it is not the school’s expectation that all learning tasks are completed. Nor is it the school’s expectation that work completed at home is submitted to the teacher. This resource has been provided for your family use at your own discretion. You may wish to use it in full, in part or not use it at all.

This star indicates that the activity can be found in the Learning from Home pack, accessible via Schoolbag, Classdojo and the school website.

Continued contact and communication with teachers, classmates and other members of the community is important at this time. Your child will receive communication from their class teacher each day via Classdojo. Class teachers will make a daily announcement on the class story. It is the school’s expectation that students who are not attending school, leave a comment on the announcement. Students may comment with what they are doing for the day, a question or even a simple ‘Like’. As stated in communication from Mr. Pho, teachers will be unable to individually respond to all comments. Teachers will endeavor to respond to dojo messages within a 48-hour timeframe. Responses may come in the form of an individual message or class post.

You may wish to access additional learning tasks and games through the following sites: Mathematics:

• Mathletics- https://login.mathletics.com/ • Reflex Maths- https://www.reflexmath.com/ • Top Marks- https://www.topmarks.co.uk/

Literacy:

• Epic- https://www.getepic.com/ • Study Ladder-

https://www.studyladder.com.au/ • Reading Eggs- https://readingeggs.com.au/ • ABCya- https://www.abcya.com/ • ABC Splash-

https://education.abc.net.au/home-old • Storyline online-

https://www.storylineonline.net/ • Starfall- https://www.starfall.com/h/

https://login.mathletics.com/

https://www.reflexmath.com/

https://www.topmarks.co.uk/

https://www.getepic.com/

https://www.studyladder.com.au/

https://readingeggs.com.au/

https://www.abcya.com/

https://education.abc.net.au/home-old

https://www.storylineonline.net/

https://www.starfall.com/h/

Year 3

WEEK 9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Morning Log on to Classdojo to check

in with your teacher.

Spelling: Write out your spelling words and complete one spelling activity from the grid.

Comprehension: Read and complete the Raccoon and the Golden Nugget activities. Read a book (you can use Epic) for at least 20 minutes. Write a short summary of what you read.

Log on to Classdojo to check in with your teacher.


Grammar: Complete the activities on editing – Deep Sea Diving

Handwriting: Copy the passages from part 1 of the handwriting pages into your work book. Try to write these as neat as possible. Complete a task from the Languages pack



Comprehension: Read and complete the Staying at Home activities. Read a book (you can use Epic) for at least 20 minutes. Draw a picture in detail about what you have read.

Grammar: Complete the sentence activity challenge.


Spelling: Write out your spelling words and complete one spelling activity from the grid. Complete the spelling sheet activity.

Grammar: Complete the activities on Similes.

Handwriting: Copy the passages from part 2 of the handwriting pages into your work book. Try to write these as neat as possible. Complete a task from the Languages pack

Year 3

Break Middle

Maths: Complete the addition problems. Start your iMaths investigation on Big Spender. Spend at least 45 minutes on this,

Writing: Begin the writing process for your narrative on Caught You!

Maths: Complete the subtraction problems. Continue working on your iMaths investigation, Big Spender.

Writing: Continue working on your narrative.

Maths: Complete the times tables. Continue working on your iMaths investigation, Big Spender.

Writing: Continue working on your narrative.

Maths: Choose 2 levels of problem-solving questions to complete. Continue working on your iMaths investigation, Big Spender.

Writing: Thoroughly edit and then publish your narrative.

Break Afternoon Complete the My Ecological

Footprint activity. Use Go Noodle, Cosmic

Yoga, Just Dance or your own program and do at

least 30 minutes of physical activity.

Start the Autumn art picture

Finish the Autumn art picture

Year 3

WEEK 10

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Morning Log on to Classdojo to check in

with your teacher.

Spelling: Choose a previous spelling list. Write out your spelling words and complete one spelling activity from the grid.

Comprehension: Read and complete the Making Inferences activities. Read a book (you can use Epic) for at least 20 minutes. Write 10 questions that you could ask someone to test their knowledge of the book. Complete a task from the Languages pack



Grammar: Complete the activities on editing – Professor Fizz’s Potions

Handwriting: Copy the passages from part 3 of the handwriting pages into your work book. Try to write these as neat as possible.



Comprehension: Read and complete the Nelly the Nurse activities. Read a book (you can use Epic) for at least 20 minutes. Write down all the words that you don’t know. Find the meanings for these words and put them into sentences.



Grammar: Complete the activities on Alliteration



Spelling: Write out your spelling words and complete one spelling activity from the grid. Do the code breaker activity with your chosen words.

Grammar: Complete the activities on punctuation. Complete a task from the Languages pack

Year 3

Break Middle

Maths: Complete the expanded notation. Start your iMaths investigation on Top team. Spend at least 45 minutes on this,

Writing: Start planning for your persuasive text on Zoos.

Maths: Complete the division activity. Continue working on your iMaths investigation, Top Team

Writing: Start writing your persuasive text on Zoos.

Maths: Complete the number word match activity. Continue working on your iMaths investigation, Top Team

Writing: Continue working on your persuasive text on Zoos.

Maths: Complete the skip counting activity. Continue working on your iMaths investigation, Top Team

Writing: Continue working on your persuasive text on Zoos.

Maths: Choose 2 levels of problem-solving questions to complete. Continue working on your iMaths investigation, Top Team

Writing: Thoroughly edit and then publish your persuasive text on Zoos.

Break Afternoon Using the timeline template,

create a timeline of all the important events in your life.

Use Go Noodle, Cosmic Yoga, Just Dance or your own program and do at least 30 minutes of

physical activity.

Watch this week’s BTN episode.

Write a short summary

of one of the stories.


physical activity.

Colour in the pictures.

Year 3

WEEK 11

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Morning Log on to Classdojo to

check in with your teacher.


Comprehension: Read and complete the Turtles activities. Read a book (you can use Epic) for at least 20 minutes. Write a book review to encourage or discourage people to read it. Provide evidence. Complete a task from the Languages pack



Grammar: Complete the activities on simple, compound and complex sentences.




Comprehension: Read and complete the Tortoise and the Hare activities. Read a book (you can use Epic) for at least 30 minutes. Just enjoy reading! Complete a task from the Languages pack


Spelling: Write out your spelling words and complete one spelling activity from the grid. Make a find a word out of your spelling words,


Good Friday- School Holidays begin

Year 3

Break Middle

Maths: Complete the rounding activity. Start your Which Plane Flies Best? investigation.

Writing: Start planning for your informative text. You can choose any animal you like to write an information report about.

Maths: Complete the 2D shapes activity. Continue working on your Which Plane Flies Best? investigation.

Writing: Start writing your information report.

Maths: Complete the angles activity. Continue working on your Which Plane Flies Best? investigation.

Writing: Continue working on your information report.

Maths: Choose 2 levels of problem-solving questions to complete. Continue working on your Which Plane Flies Best? investigation.

Writing: Thoroughly edit and then publish your information report.

Break Afternoon Create 3 unique pieces of

origami. Arrange them in a scene and draw a

background for them. Take a photo of this once

you are done.

Use Go Noodle, Cosmic Yoga, Just Dance or your own

program and do at least 30 minutes of physical activity.

Watch this week’s BTN episode.

Write a short

summary of one of the stories.


physical activity.

Comprehension Task Comprehension Task

Identify Author's PurposeIdentify Author's Purpose

The Raccoon and the Golden NuggetOne morning, a hungry raccoon was digging in the ground. He was trying to find something delicious to eat for his breakfast. As he was searching through the ground, he found a shiny and valuable golden nugget!

A bird flying nearby saw the golden nugget and yelled out to the raccoon, “You’d better be quick and hide that piece of gold before someone takes it! It will be worth a lot of money!”

The raccoon replied to the bird, “I know this gold might be valuable to some people, but I am very hungry. I would rather find myself something nice to eat.”

The disappointed bird flew away while the hungry raccoon continued searching for some food.

Moral: Gold can’t satisfy hunger.

The Raccoon and the Golden Nugget1. Who do you think the author wrote this story for?

Explain why you think it was written for that audience.

2. Why do you think the author decided to include the flying bird in the story?

3. What do you think are the author’s views on money?

What part of the story made you think this?

4. Explain in your own words the moral of this story.

CRAZY CREATIVE CHALLENGEWhat do you think happens next? Continue writing and create an ending to the story.

What does the bird do?

What happens to the gold nugget?

Does the raccoon find something to eat?

Identify Author's Purpose — Questions

DateName

COMPREHENSION

The Raccoon and the Golden Nugget

1. Who do you think the author wrote this story for? Explain why you think it was written for that audience.

2. Why do you think the author decided to include the flying bird in the story?

3. What do you think are the author’s views on money? Explain why you think this, using examples from the story.

4. Explain in your own words the moral of this story.


Compare and ContrastCompare and Contrast

CRAZY CREATIVE CHALLENGECreate your own ‘All about Me’ poster.

Draw a picture of yourself with some of the following details:

Name

Birthday

What I like learning about

Friends

Favourite Activity

Food

Why I am Special

Staying at HomeMolly hated going to school. She would rather be at home where she could stay in her pyjamas all day and not have to wear her school uniform. At home, she could raid the cupboard whenever she wanted and eat whatever food she felt like. She could watch TV, play computer games, go outside or just do nothing!

At school, Molly had to do everything the teacher told her. She could only eat what was in her lunch box. She kept getting in trouble for lying on the floor when the teacher was talking… and for taking her shoes off!

Sadly, at home, Molly had no one to play with, no one to talk to and no one to eat with. Sometimes, she got bored at home and got sick of watching the same TV show.

Molly enjoyed being with her friends at school. She liked doing all the different art and craft activities and looked forward to playing the musical instruments in music class on Fridays.

Soon, Molly started to like going to school, but she still loved being at home on the weekends where she could have a ‘pyjama day’!

Staying at Home1. Create a pros and cons list for Molly staying at home.

2. Create a pros and cons list for Molly going to school.

3. What is something Molly can do at school that she cannot do at home?

4. Create a Venn diagram for your own home and school life.

Compare and Contrast — Questions

DateName

COMPREHENSION

Staying at Home1. Create a pros and cons list for Molly staying at home.

2. Create a pros and cons list for Molly going to school.

3. What is something Molly can do at school that she cannot do at home?

4. Create a Venn diagram for your own home and school life.


Make Inferences and Draw Conclusions Make Inferences and Draw Conclusions

Making InferencesScenario 1 Dad was home from work and looking forward to sitting down and relaxing. As he came around the corner, he saw his wife’s special vase shattered on the floor. Lying a short distance away was his son’s football. “Hudson!” Dad yelled, but Hudson was nowhere to be seen.

Scenario 2 ‘Closed Today’ said the sign on the front gate. Sabrina’s shoulders sagged and she tried not to let her tears show. She removed her swimming cap and goggles and walked back to the car with her parents.

Scenario 3 Senith had just placed the lid back on the tin and finished packing up his equipment. He needed to wash out his brushes and try and get as much paint off his hands as he could. He would be back again tomorrow to finish the back of the house.

Making Inferences1. What happened to the vase?

2. Why do you think Hudson left?

3. Where do you think Sabrina was planning on going?

How did Sabrina feel? How do you know?

4. What is Senith’s job?

What clues in the text make you think that?

CRAZY CREATIVE CHALLENGECreate your own ‘Who Am I?’ clues.

Give the clues to a partner to see if they can guess who or what your clues are for.

Make Inferences and Draw Conclusions — Questions

DateName

COMPREHENSION

Making Inferences1. What happened to the vase?

2. Why do you think Hudson left?

3. Where do you think Sabrina was planning on going? How did Sabrina feel? How do you know?

4. What is Senith’s job? What clues in the text make you think that?


Distinguish Between Real and Make-Believe Distinguish Between Real and Make-Believe

Nelly the NurseNelly the Nurse worked at the Little Village Hospital, where she helped Doctor Donald look after the sick patients. The best part of her day was when she walked around the hospital to visit all the patients and give them a lollypop.

Sometimes Nelly the Nurse would wear a cape to work, so she could fly around the wards cheering everyone up. She would sing songs, tell jokes and make up silly stories for them. Some patients would laugh so much that their stitches would come apart! It didn’t matter though; Nelly the Nurse would just stitch them back up again.

Doctor Donald enjoyed having Nelly the Nurse as his helper. He always gave her special jobs to do. Each year on her birthday, Doctor Donald would buy Nelly the Nurse a gigantic chocolate cake, just to show her that she was special.

Nelly the Nurse1. Which of these statements could not really happen?

a) a nurse working at a hospital

b) a doctor looking after sick patients

c) a nurse giving sick patients a lollypop every day

2. Which of these statements could not really happen?

a) a nurse wearing a cape

b) a nurse trying to cheer people up

c) a nurse flying

3. Which of these statements could really happen?

a) a nurse making a patient split their stitches

b) a nurse getting a cake for her birthday

c) only having one nurse and one doctor in a hospital

4. Is this story real or make-believe?

List three pieces of evidence to support your answer.

CRAZY CREATIVE CHALLENGEResearch hospital clowns and create a poster outlining what they do.

Distinguish Between Real and Make-Believe — Questions

DateName

COMPREHENSION

Nelly the Nurse 1. Which of these statements could not really happen?

a) a nurse working at a hospitalb) a doctor looking after sick patientsc) a nurse giving sick patients a lollypop every day

2. Which of these statements could not really happen?a) a nurse wearing a capeb) a nurse trying to cheer people upc) a nurse flying

3. Which of these statements could really happen?a) a nurse making a patient split their stitchesb) a nurse getting a cake for her birthdayc) only having one nurse and one doctor in a hospital

4. Is this story real or make-believe? List three pieces of evidence to support your answer.

Turtles are reptiles. They are cold-blooded, so they need sunlight to keep them warm and active.

Turtles have a hard shell on their back. This protects them from their enemies. Some turtles can even hide their heads inside their shells if they are being attacked!

Turtles lay their eggs on land. Some turtles lay their eggs in sand, then leave the eggs to hatch on their own. When they hatch, the baby turtles scramble down into the water. They have to be quick so that they don’t get eaten by larger animals.

Most turtles eat plants that grow in the water. Some turtles also like to eat meat. These turtles eat small insects, snails and worms.

Turtles

Name: ______________________ Date: _________________

Page 2 of 3

Finding the Main Idea

The main idea of a paragraph or text is the most important point that

the author is making about a topic or subject.

1. Read the title of the text. Look at the illustration around the text.

Using these clues, what might the main idea of this text be?

What makes you think this?

______________________________________________________

______________________________________________________

2. Carefully read each paragraph of the text.

Underline any words which are repeated, or seem important.

Write them into the table below.

First Paragraph

Second Paragraph

Third Paragraph

Fourth Paragraph

Name: ______________________ Date: _________________

Page 3 of 3


3. Look at the words you wrote down in your table.

Use these to identify the main idea of each paragraph.

The first paragraph is about: _______________________________

The second paragraph is about: ____________________________

The third paragraph is about: ______________________________

The fourth paragraph is about: _____________________________

4. Which of the following could also be used as a title for this text?

a) Mr. Turtle’s Fabulous Adventure

b) Amazing Underwater Plants

c) All About Turtles

d) I Love Turtles

5. Which of these could not be included as a paragraph in this text?

a) Good names for a pet turtle

b) Where turtles live

c) How turtles survive underwater

d) How long turtles live for

6. What other main ideas could you include in this text about turtles?

List some ideas. Compare your list with one of your classmates.

Name: ______________________ Date: _________________

Page 1 of 3

Thunderstorms

Thunderstorms are electrical storms that usually happen in the spring

and summer months. During a thunderstorm, there is usually thunder

and lightning. There is also heavy rain. Thunderstorms can occur

singularly, in clusters, or in lines.

Thunderstorms happen when warm, moist air quickly moves upwards.

This causes clouds to form and creates gusty winds, heavy rain and

sometimes hail. This can last for a few minutes, or for much longer.

The loud sound that thunder makes is caused by the heat of the

lightning that happens before you hear the thunder. Sometimes the

sound of thunder can last for several seconds. This is because the

thunder echoes around the ground, mountains, hills and buildings.

Some of the worst thunderstorms happen when a single thunderstorm

stays in one area for a long time. Damage may include fallen trees and

power lines, flooding and destruction of property.

Name: ______________________ Date: _________________

Page 2 of 3


The main idea of a paragraph or text is the most important point that

the author is making about a topic or subject.

1. Read the title of the text. Look at the border around the text.

Using these clues, what might the main idea of this text be?

What makes you think this?

______________________________________________________

______________________________________________________

2. Carefully read each paragraph of the text.

Underline any words which are repeated, or seem important.

Write them into the table below.

First Paragraph

Second Paragraph

Third Paragraph

Fourth Paragraph

Name: ______________________ Date: _________________

Page 3 of 3


3. Look at the words you wrote down in your table.

Use these to identify the main idea of each paragraph.

The first paragraph is about: _______________________________

The second paragraph is about: ____________________________

The third paragraph is about: ______________________________

The fourth paragraph is about: _____________________________

4. Which of the following could also be used as a title for this text?

a) Rainy Days

b) Why Thunderstorms Happen

c) Why I Love Thunderstorms

d) All About Hail

5. Which of these could be included as a paragraph in this text?

a) Fun games to play during thunderstorms

b) Rhymes and songs about thunderstorms

c) Interesting facts about thunderstorms

d) Reasons why thunderstorms are scary

6. What other main ideas could you include in this text about

thunderstorms? List some ideas. Compare your list with one of

your classmates.

Deep-sea Diving - Editing

the deep-see diver looked nervously at the ocean

around him One by one, waves crashed into the side

of his rocking boat. in a few seconds, he was going to

have to enter these dangerus waters. He anxiously

put on his goggles �ippers and oxyjen mask he dived

into the frezing waters below and hoped for the best.

he felt the icy water cover him like a blanket. Rainbow

�sh darted in and out of the coral For a few minutes

he feeled calm and happy. Sudenly, a giant shark

apeared out of nowhere the diver swam furiously

back towards his boat. He decided never to dive in

this part of the oshean ever again

Re-write the text correctly:

Add editing marks to text. There are 20 errors.

Editing Marks:

Capital letter

End punctuation

Insert a word

Change to lower case

Take something out

Check spelling

New paragraph

. ! ?

SP

l.c.

Professor Fizz’s Potion - Editing

professor �zz clutched the miracle potion in his gloved

hand. for many days and nights, he had been trying to

purfect this recipe. Now that the brew was exactly write,

it was time for a test removing his gloves, he pulled the

cork from the top of the bubling beaker. In one gulp, he

drunk the entire potion and waited

Almost immediately Professor Fizz began to feel verry

strange. In a matter of seconds, his eyes started to feel

very hot The hairs on his arms and legs started to twich.

While that were happening, he heard a strange whistling

sound comming from inside his ears. professor Fizz

hoped that he wouldnt have any more strange

re-actions to his potion

Re-write the text correctly:

Add editing marks to text. There are 20 errors.

Editing Marks:

Capital letter

End punctuation

Insert a word

Change to lower case

Take something out

Check spelling

New paragraph

. ! ?

SP

l.c.

Date:

Grammar Sentence Challenge – Worksheet

Name:

GRAMMAR

Grammar Sentence ChallengeWith your class, think of a topic to write about. Discuss with a partner the grammar conventions and vocabulary that relates to your topic.

Write a paragraph about your chosen topic, using at least one of each of the grammar conventions at the bottom of the page. Underline each convention in the designated colour, e.g. nouns used will be underlined in green.

Topic:

Noun Pronoun ArticleVerb Proper Noun

Adjective Preposition ConjunctionAdverb ColourAdjective

Date

Punctuation Sentence Challenge - Worksheet

Name

PUNCTUATION

Punctuation Sentence ChallengeAfter completing a punctuation lesson in class, think of topic to write about.

In the space below, write a paragraph about your chosen topic. You should use at least one of each of the punctuation features that your class has discussed, highlighting the types of punctuation in the boxes below.

After you have finished, edit your work. Highlight the punctuation you have used in your writing and add in any you have forgotten to include.

Topic

C . ? !, ‘

“” : ... ();

Date

Simple, Compound and Complex Sentences - Worksheet

Name

GRAMMAR

What is a Sentence?Use colours to match a sentence beginning (the first column of boxes) with a sentence ending (the second column of boxes). Make a meaningful sentence.

Write your own sentence. Make sure your sentence has a subject and a verb.

The rabbit that is hopping around the yard around the horse track.

The lion is roaring is in a purple vase.

The little white kitten was waiting patiently in the cage.

The bunch of red roses in their bee hives.

Bees make honey is brown and white.

The horse galloped by its food bowl.

Date


Name

GRAMMAR

Simple Sentences

Underline the subject and the verb in these simple sentences.

• The hamster ran around the hamster wheel.

• Scientists have discovered a new planet.

• The boy ate a hamburger.

• We have singing rehearsals before school.

• Birds wash themselves in our bird bath.

• Tom can read chapter books.

• I went to the beach.

Use the correct word from the word bank to complete the sentences.

I like to eat ___________________.

My brother likes to play with his toy ___________________.

Evie went swimming in the school ___________________.

The jet ___________________ has two wings.

My ___________________ team won the final match on the weekend.

There were ten red ___________________ ready to be picked.

I went for a long ride on my ___________________.

bananas football plane pool

bike trains apples dog

Date


Name

GRAMMAR

Compound Sentences

Choose which coordinating conjunction works best to join the simple sentences together to make a compound sentence.

Rewrite the sentences below to create a compound sentence.

The boy painted with blue paint. He painted with yellow paint.

Zack ran fast. Tom ran faster.

so and

but yet

I would like to go to the football game ________________ I don’t have a ticket.

Jane is coming over ________________ we can go swimming in my pool.

The children went for a bushwalk ________________ they saw many different types of birds.

I like orange juice _______________________ Susie likes apple juice.

It was late at night ________________ the weather was hot.

Jack doesn’t like to eat vegetables ________________ he likes to eat meat.

Date


Name

GRAMMAR

Complex Sentences

Choose which subordinating conjunction works best to join the clauses together to make a complex sentence.

Highlight the independent clause that can stand alone as a sentence.

unless that despite

which when while

Beetles keep their wings folded _______________ they are flying.

My grandma made a chocolate cake _______________ everyone enjoyed.

I will make the beds _______________ you cook breakfast.

He returned his book to the library __________________ he was finished with it.

Here is the basketball ______________ you lost yesterday.

My soccer team still played yesterday _______________ it raining heavily.

When the town flooded many properties were damaged.

Once the sun goes down it is time to come home.

The children saw many exhibits when they went on their excursion.

We enjoyed playing on the beach even though it was cold.

I did not see Scott today because he was playing football.

Stage 2 Year 3 Spelling Term 1 2020. Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Phonics Phonics Phonics Phonics Phonics Phonics Phonics

Rule: are Rule: ai Rule: gn, gh Rule: oe Rule: ake Rule: oke Rule: ow hare aim gnaw toe cake poke cow mare chain sign doe make woke howl spare drain design tiptoe stake smoke fowl stare claim tough potatoes brake stroke crown scare stain rough tomatoes shake spoke crowd Basic Basic Basic Basic Basic Basic Basic two too his open both study seen map trip ever knew great group boat free once went heard front catch whole able follow alone before woman school number

could could every behind nothing matches protect horse person travel because rich lump hate house present everything will aunt bump soap always itself lion know chest pump wipe drop none trap reset quick metre poor bush salt even anyone uncle batch tooth even skin swim hungry dozen choice blade circle clock share parent recall cheese hoping enjoy shock shoot habitat record lesson throat ladder chalk robber thunder running taught Sydney cannot stopping everybody anybody skipping toast program

Difficult Difficult Difficult Difficult Difficult Difficult Difficult comb galaxy jacket numb ankle omit submerge fiction ensure nearest amuse occur sauce departure energy hearing outback writing sleeve cereal accidental

complete grumble outside sausage winning quickly cleanliness daughter cardigan princess dwarf aeroplane machine friendliness

Theme Theme Theme Theme Theme Theme Theme European colonisation customs Dreamtime native connected language Australia traditions settlement Torres Strait Islander First Fleet diversity tribes

Indigenous culture friction interaction transform energy motion science kinetic gravity lubricant prediction magnitude surface

stationary movement engineer pressure technology inertia rough

______________ ______________ ______________ ______________ ______________

______________ ______________

______________

______________ ______________

______________ ______________ ______________ ______________ ______________

____________________________________________________________

_________________________________ ________________________________

_________________________________ ________________________________

_________________________________ ________________________________

_________________________________ ________________________________

_________________________________ ________________________________

_________________________________ ________________________________

_________________________________ ________________________________

_________________________________ ________________________________

Lesson Passage Evaluation

1 There was an old teacher from Leach, Who took the whole class to the beach. It said on a sign, Watch out for the mine’ The last thing they heard was his screech.

Muggle-Wump laid his head on one side and a tiny twinkling little smile touched the corners of his mouth. 'Now and again,' he said, 'but not very often, I have a brilliant idea. This is one of them. Follow me, my friends, follow me.' He scampered off towards the house and the three other monkeys and the Roly-Poly Bird went after him.

2 There was a young person named Smarty Who sent out his cards for a party. So exclusive and few Were the friends that he knew That no one person was present but Smarty.

Mrs Twit was quite helpless now. With her feet tied to the ground and her arms pulled upwards by the balloons, she was unable to move. She was a prisoner, and Mr Twit had intended to go away and leave her like that for a couple of days and nights to teach her a lesson. In fact, he was just about to leave when Mrs Twit opened

her big mouth and said something silly.

3 I found a starfish in the bay When I was fishing yesterday. Starfish, starfish in the ocean Moving along in slow motion. Many arms and colours bright Sea Stars are a special sight.

'Monkeys can reach anywhere!' shouted Muggle- Wump. He was in a frenzy of excitement now, waving his paint-brush and his bucket and leaping about all over the room. 'Come on, come on! Jump on the table! Stand on the chairs! Hop on each other's shoulders! Roly-Poly can do it flying! Don't stand there gaping! We have to hurry, don't you understand that? Those terrible Twits will be back any moment and this time they'll haveguns! Get on with it, for heaven's sake! Get on with it!'

4 He has no feet, yet travels far Literate, but no scholar he No mouth, yet he clearly speaks

The carpet was enormous. It covered the entire floor from wall to wall. It had a red and gold pattern on it. It is not easy to pull an enormous

If you know him, you are wise.

carpet off the floor when the room is full of tables and chairs. 'Pull!' yelled Muggle-Wump. 'Pull, pull, pull!' He was like a demon hopping round the room and telling everyone what to do. But you couldn't blame him.

5 If pigs would fly in space, The world would be a stinky place. To go outside you’d have to bring Your piggy scooping thing.

'Now the smaller tables!' shouted Muggle-Wump. 'And the big sofa! And the sideboard! And the lamps! And all the tiny little things! The ashtrays! The ornaments! And that beastly plastic gnome on the sideboard! Everything, absolutely everything must be stuck to the ceiling!'

6 Kelly kissed me! Yuck, it’s true! My face took on a greenish hue. My knees, like jelly, started

They stood in the middle of the room, looking up. All the furniture, the big table, the chairs, the sofa, the lamps, the little side tables, the

shaking. Then my stomach started quaking. My heart was pounding through my shirt. My tongue felt like I just ate dirt.

cabinet with bottles of beer in it, the ornaments, the electric fire, the carpet, everything was stuck upside down to the ceiling.

Today you are going to write a narrative (a story).

The topic you have been given for your narrative is “Caught you!”.

Think: What do you want your story to be about? Who has been caught? What were they caught doing? You might write a story about someone caught doing the wrong thing or even a game that was being played between friends.

Plan: Plan your writing before you begin and decide who your characters are, the setting of your story, the complication or problem and how it is solved and how the story will end.

Remember to check: • your spelling and punctuation is all correct• that you have used sentences• that you have stayed on topic• that you have edited your writing.

“Caught you!”

My Narrative Checklist

I have introduced characters at the beginning of my story.

I have a setting for my story.

I have used adjectives to describe my characters and setting.

I have a problem in my story.

I have a solution to the problem in my story.

I have included verbs and adverbs in my story.

I have used capital letters and full stops.

I have used full sentences that make sense.

I am proud of my work.

My Narrative Checklist

I have introduced characters at the beginning of my story.

I have a setting for my story.

I have used adjectives to describe my characters and setting.

I have a problem in my story.

I have a solution to the problem in my story.

I have included verbs and adverbs in my story.

I have used capital letters and full stops.

I have used full sentences that make sense.

I am proud of my work.

Reasons For • Keeping animals in zoos denies them their basic

right to freedom.

• Zoos have negative effects on the animals’ physical and emotional health.

• Animals should not be put on display for the enjoyment of humans.

• Taking animals from their homes means less animals in the wild for breeding.

• Some animals have a shorter lifespan when kept in captivity.

Reasons Against

• Zoos provide a safe place for animals that are being hunted illegally.

• Zoos have breeding programs for animals on the verge of extinction.

• Zoos play an important role in educating the public about animals.

• A family trip to the zoo is an enjoyable way to spend time together.

• Seeing an animal in real life is more memorable than in a book or on TV.

Zoos Are No Place for AnimalsZoos Are No Place for Animals

Persuasive Writing - Worksheet

DateName

WRITING

Persuasive Text – OREO Planning TemplateChoose whether you are ‘for’ or ‘against’ the title statement. State your opinion in the box below.

Choose three reasons from the prompt to include in your persuasive text. Write these in the boxes below.

Reason 1: Reason 2: Reason 3:

Example 1: Example 2: Example 3:

Think about how to explain each reason using an example. Write some ideas in the boxes below.

DateName

WRITING

Persuasive Writing - Worksheet

Persuasive Text – Scaffold

Title ____________________________________________________________________________________________________

Opening statement (State your opinion about the topic of the text).

Reason 1 (State your first reason and provide an example to support it).

Reason 2 (State your second reason and provide an example to support it).

Reason 3 (State your third reason and provide an example to support it).

Concluding statement (Restate your opinion about the topic of the text).

Information Report Planning Sheet

Classification (brief description)

Appearance (what do they

look like?)

Habitat (Where do they live?)

Diet (What do they eat?)

Movement (How do they move?)

Lifecycle

Interesting Facts

Title

What your report is abo (The name of your repor

Classification

What group does it belong to?

Appearance

What do they look like?

Habitat

Where do they live?

Diet

What do they eat?

Movement How do they move?

Reproduction

How do they have their babies?

Technical Vocabulary

Did you use technical and sophisticated langu

Descriptive Language

Did you use descriptiv language?

Sentence Structure

Did you use simple, compound and comp sentences?

Paragraphs

Have you organised your writing into topic paragra

ABC

Capital Letters

Punctuation Marks

Check Spelling

I have

read all of my work

Title


Classification


Appearance


Habitat

Where do they live?

Diet

What do they eat?


Reproduction






Sentence Structure


Paragraphs


ABC

Capital Letters

Punctuation Marks

Check Spelling

I have

read all of my work

Title


Classification


Appearance


Habitat

Where do they live?

Diet

What do they eat?


Reproduction






Sentence Structure


Paragraphs


ABC

Capital Letters

Punctuation Marks

Check Spelling

I have

read all of my work

Self-Editing Checklist



http://www.google.com.au/imgres?start=90&sa=X&rlz=1T4MXGB_enAU563AU563&biw=1821&bih=785&tbm=isch&tbnid=CGkogIkjOBiQ0M:&imgrefurl=http://emailclient-expert.blogspot.com/2011/05/automatic-spell-check-incredimail.html&docid=k4PaqtY1Y6_9sM&imgurl=http://3.bp.blogspot.com/-Iy0Ai__NlKo/Tb4-Fu_W1MI/AAAAAAAAAyE/lYgAtm74bZs/s1600/spellcheck_actual_l.png&w=400&h=400&ei=-uUuU_jZH8iSkgWCy4CgBw&zoom=1&iact=rc&dur=1198&page=4&ndsp=30&ved=0CA8QhBwwAjhk

http://www.google.com.au/imgres?imgurl=http://images.clipartpanda.com/world-clipart-black-and-white-png-earth-globe-oceania--9520-svg.svg&imgrefurl=http://www.clipartpanda.com/categories/globe-black-and-white-outline&h=1101&w=1095&tbnid=YalxyCoKfVpGMM:&docid=P4Cpr1z8fGi3uM&ei=VrsMVoKZCMOV0gST8Ku4BA&tbm=isch&ved=0CD0QMygXMBdqFQoTCIKcnKy8oMgCFcOKlAodE_gKRw

http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOjrkba9oMgCFQYmlAod4oMOfw&url=http://www.graphicsfactory.com/search/desert-p1.html&bvm=bv.104226188,d.dGo&psig=AFQjCNE_X8Z6HCtOQq7DLPfk0L8mmIRq8g&ust=1443761482143360







Name :

Teacher : Date :

Score :

Addition WorksheetsMath-Aids.Com

896173+

887526+

563136+

445578+

583502+

435769+

937297+

595264+

882807+

517758+

428470+

505774+

319886+

113798+

620515+

856114+

685102+

799623+

100667+

224568+

923387+

606515+

969783+

539372+

869155+

146770+

860875+

821678+

616862+

293150+

http://www.math-aids.com/Addition/

http://www.math-aids.com/

Name :

Teacher : Date :

Score :

Math-Aids.Com

551223-

816684-

208123-

610353-

814197-

671331-

969719-

752703-

903367-

896683-

289238-

558146-

587172-

904311-

524110-

927190-

491281-

799490-

577454-

894766-

905193-

494263-

624344-

712282-

766414-

808462-

568174-

923720-

528366-

763248-

Name :

Teacher : Date :

Score :

Math-Aids.Com

5 Minute Drill

812x

36x

58x

98x

27x

117x

14x

129x

69x

211x

412x

55x

70x

810x

88x

80x

48x

68x

111x

01x

33x

127x

73x

83x

110x

84x

45x

93x

59x

122x

06x

511x

312x

37x

31x

63x

43x

49x

29x

010x

04x

09x

108x

106x

54x

32x

411x

1112x

78x

28x

51x

26x

121x

41x

82x

100x

1210x

44x

17x

66x

110x

67x

1010x

112x

95x

610x

72x

89x

11x

24x

21x

52x

64x

74x

115x

112x

109x

113x

19x

510x

1011x

61x

30x

34x

97x

10x

120x

23x

13x

38x

212x

92x

011x

05x

102x

20x

39x

15x

50x

76x

Name :

Teacher : Date :

Score :

Math-Aids.Com

Expanded NotationExpanded NotationWrite each number in expanded notation.

1) 194 =

2) 218 =

3) 918 =

4) 437 =

5) 718 =

6) 923 =

7) 266 =

8) 239 =

9) 340 =

10 ) 626 =

Write Each Number in Standard Form.

11 ) = (4 x 100) + (7 x 10) + (2 x 1)

12 ) = (4 x 100) + (8 x 10) + (8 x 1)

13 ) = (1 x 100) + (0 x 10) + (1 x 1)

14 ) = (7 x 100) + (7 x 10) + (6 x 1)

15 ) = (3 x 100) + (0 x 10) + (6 x 1)

16 ) = (9 x 100) + (4 x 10) + (9 x 1)

17 ) = (8 x 100) + (6 x 10) + (9 x 1)

18 ) = (1 x 100) + (6 x 10) + (4 x 1)

19 ) = (4 x 100) + (6 x 10) + (6 x 1)

20 ) = (1 x 100) + (1 x 10) + (1 x 1)

Name: ______________________ Date: _________________

Page 1 of 2

2D Shapes and Symmetry 1. Draw an example of these lines.

a) parallel

b) horizontal c) vertical d) perpendicular

2. Fill in the necessary information in the table below.

Shape Name Sides Angles Symmetry

a)

b)

c)

3. Colour the right-angled triangle in RED, the isosceles triangle in BLUE and the

equilateral triangle in GREEN. Leave the scalene triangle in WHITE.

a)

b) c) d)

Name: ______________________ Date: _________________

Page 2 of 2

4. In the space below, draw the named shape.

a) a regular triangle

b) an irregular quadrilateral

5. Which of the following shapes have:

a) line symmetry? _______________

b) rotational symmetry? _______________

A

B C D

6. In the grid below, draw and colour a picture with one line of vertical symmetry.

Angles Sort — Worksheet

DateName

GEOMETRIC REASONING☕

Angles SortCut out the angles and glue them in the correct column.

Acute Angle Right Angle Obtuse Angle Straight Angle Reflex Angle Revolution Angle

Angles Sort — Worksheet

GEOMETRIC REASONING☕

31o

110o

10o

88o

350o

270o

Name :

Teacher : Date :

Score :

Division WorksheetsMath-Aids.Com

66 ÷ 11 = 88 ÷ 11 = 9 ÷ 3 = 16 ÷ 8 =

80 ÷ 10 = 16 ÷ 4 = 81 ÷ 9 = 11 ÷ 1 =

64 ÷ 8 = 36 ÷ 4 = 15 ÷ 3 = 11 ÷ 11 =

72 ÷ 6 = 12 ÷ 4 = 15 ÷ 5 = 90 ÷ 10 =

24 ÷ 4 = 49 ÷ 7 = 35 ÷ 5 = 8 ÷ 2 =

20 ÷ 2 = 144 ÷ 12 = 99 ÷ 9 = 36 ÷ 12 =

72 ÷ 6 = 54 ÷ 6 = 30 ÷ 3 = 80 ÷ 8 =

12 ÷ 6 = 22 ÷ 2 = 36 ÷ 9 = 60 ÷ 10 =

20 ÷ 10 = 6 ÷ 1 = 99 ÷ 9 = 24 ÷ 2 =

49 ÷ 7 = 7 ÷ 1 = 5 ÷ 5 = 40 ÷ 8 =

http://www.math-aids.com/Division/

http://www.math-aids.com/

Name :

Teacher : Date :

Score :

Math-Aids.Com

Match the Number with the Correct Name.

1 ) 884 A Three Thousand, Three Hundred Eighty - Nine

2 ) 389 B Six Hundred Sixty - Two Thousand, Five Hundred Fifty - Eight

3 ) 662,558 C Fourteen Thousand, Two Hundred Seventy - Eight

4 ) 976,227 D Nine Hundred Seventy - Six Thousand, Two Hundred Twenty - Seven

5 ) 9,745,649 E Four Million, One Hundred Ninety - Nine Thousand, Four Hundred Fifty - Eight

6 ) 14,278 F Forty - Nine Thousand, One Hundred Seventy - Four

7 ) 7,545 G Three Hundred Eighty - Nine

8 ) 3,389 H Eight Hundred Eighty - Four

9 ) 49,174 I Seven Thousand, Five Hundred Forty - Five

10 ) 4,199,458 J Nine Million, Seven Hundred Forty - Five Thousand, Six Hundred Forty - Nine

Name :

Teacher : Date :

Score :

Math-Aids.Com

Rounding Integer Numbers by ComparisonRounding Integer Numbers by Comparison

Round to the nearest ten above and below, and circle the rounded numberthat is closest to the given number.

1 ) 6360 70

2 ) 53

3 ) 74

4 ) 37

5 ) 67

6 ) 17

7 ) 63

8 ) 11

9 ) 33

10 ) 66

Round to the nearest ten above and below, and circle the rounded numberthat is closest to the given number.

1 ) 891890 900

2 ) 149

3 ) 384

4 ) 519

5 ) 899

6 ) 723

7 ) 452

8 ) 488

9 ) 171

10 ) 313

Name :

Teacher : Date :

Score :

Math-Aids.Com

Complete the Skip Counting SeriesComplete the Skip Counting Series

1) 9, 7, 5, ___, ___, ___, ___, ___, ___, ___

2) 10, 0, -10, ___, ___, ___, ___, ___, ___, ___

3) 35, 15, -5, ___, ___, ___, ___, ___, ___, ___

4) 61, 66, 71, ___, ___, ___, ___, ___, ___, ___

5) 65, 75, 85, ___, ___, ___, ___, ___, ___, ___

6) 18, 20, 22, ___, ___, ___, ___, ___, ___, ___

7) 48, 56, 64, ___, ___, ___, ___, ___, ___, ___

8) 82, 76, 70, ___, ___, ___, ___, ___, ___, ___

9) 38, 58, 78, ___, ___, ___, ___, ___, ___, ___

10) 80, 95, 110, ___, ___, ___, ___, ___, ___, ___

11) 53, 59, 65, ___, ___, ___, ___, ___, ___, ___

12) 81, 92, 103, ___, ___, ___, ___, ___, ___, ___

26 iMaths 3 Student Book ISBN 978 1 74135 178 1

Teacher note• Comprehensive lesson notes,

suggestions and resources are available in iMaths 3 Teacher Book.

• The Tear-outs, BLM and Investigation plan for this Investigation can be downloaded from imathsonline.com.au.

Understanding the Investigation1 Read and plan.

Make sure you understand the meanings of: active, challenging, repetitions, timing, improve skills, competing, rounds, measuring, brainstorm and trundle wheel.

Read and discuss the rubric.

Download your Investigation plan. This will help you with the organisation and understanding of the Investigation.

Topics Before you start the Investigation you need to know…

MG2 Measurement with centimetres .................p102

MG8 Seconds, minutes, hours, days ...................p114

NA9 Mental strategies for addition ....................... p48

NA10 Written strategies for addition ................... p50

MG1 Measurement with metres ..........................p100

Being active helps us feel good about ourselves. Competing in team games is a good way for us to exercise.

Your challenge is to create four team activities that are enjoyable, and also improve skills. Some of these activities will need to be timed or measured.

Because teams will be competing, you will need to design scorecards and have clearly explained rules. You will keep your own scores, so be honest!

Work as a team and encourage each other. Yours may be the top team!

Investigation 10Top team

ISBN 978 1 74135 178 1 iMaths 3 Student Book 27

Materials

Inve

stig

atio

n 1Materials

Internet accessISBN 978 1 74135 178 1 iMaths 3 Student Book 189

Tear

-out

6

Tear-out 6Investigation 10: Top team

Name of activity:

Aim:

Rules:

Scoring:

This activity measures:

Name of activity:

Aim:

Rules:

Scoring:


Top team rules 3 & 4


Tear

-out

5


Name of activity:

Aim:

Rules:

Scoring:

This game measures:

Name of activity:

Aim:

Rules:

Scoring:



Tear-outs 5–6ISBN 978 1 74135 178 1 iMaths 3 Black Line Masters © Carolyn Smales, Wayne Lightbourne and Jane Rheeder 2011 Firefl y Education Pty Ltd

BLM 10.1 Investigation 10: Top team

Scor

ing

=

poi

nts

Scor

ing

=

poi

nts

Scor

ing

=

poi

nts

Scor

ing

=

poi

nts

Nam

esA

ctiv

ity 1

Act

ivity

2A

ctiv

ity 3

Act

ivity

4

Top

team

sco

ring

shee

tTe

am n

ame:

BLM 10.1

Go to imathskids.com.au – the Investigation 10 area contains the Investigation plan, websites, Tear-outs and BLM that you need to complete this Investigation.

Inve

stig

atio

n 10

InquiryFind out all the measurements involved in your favourite sport, such as the length of the court, the duration of the game and the scoring system.

2 Organise the class. Get into teams and give yourselves a name.

Brainstorm fun sports activities.

Using maths3 Plan your sports activities.

Your team must prepare and name four fun sports activities. • Activity 1 must involve timing using a stopwatch. • Activity 2 must involve measuring distances using a

tape measure, metre ruler or trundle wheel. • Activity 3 must involve repetitions (multiples). • Activity 4 will be your choice.

4 Write instructions and prepare scoring sheets. Write clear instructions on Tear-outs 5 and 6, Top team

rules (pp187–189) to explain how to play, measure and score each activity.

You will need to come up with a way to score each activity, such as 10 repetitions = 1 point, 5 seconds = 1 point.

You could demonstrate each activity or attach a digital photo to show how the activity is performed.

5 Team challenge. Your team will set up one round of four activities for the

other teams. Make sure you have all the equipment. Ask each team to record their scores after each activity on BLM 10.1, Top team scoring sheet.

At the end of each round, each team will add their scores for the four activities.

At the end of all the rounds, each team will work out their total score.

Reasoning and reporting6 Evaluate your activities.

Discuss the following questions: • What made your activities challenging and enjoyable? • Were there any problems with timing or measuring? • Were your rules clear and easy to follow? • Did your scoring system work? Why or why not? • Were all the scoring systems fair? • How successful was your team? Why? Present your evaluation to the class. Hand in your

Top team scoring sheets.

Equipment such as balls, skipping ropes, hoopsTape measureTrundle wheel Stop watch

30

1545

3010

20

2535

40

50

Digital camera

iMaths Investigation Plan Student Book 3 © Firefly Education 2011

Student’s name Due date

My group

Now that I have read through the Investigation, I am going to make a plan that should help me understand this Investigation.

Name of Investigation:

I understand that this Investigation is asking me to:

Some parts of this Investigation sound a little bit difficult. I think I might get help from these people or places.

a teacher the internet parents special helper at school

friends practice books a telephone interview other

I think these Topics are really important to this Investigation:

Topic Why I need this Topic to complete this Investigation

Eg. Centimetres So I can read the ruler to measure properly.

1

2

I believe I will have no problems with:

I think I may need some help with:

I found two words from the list in step 1 that I need to understand.

Word Meaning in this Investigation.

Eg. Quantity The amount of each ingredient for my cooking.

1

2

iMaths 3 Investigation Plan

ISBN 978 1 74135 244 3

iMaths 3 Teacher Book 99

Rubric

Overall rating

Teacher comments

Name: Due date:

Investigation 10

Investigation 10 Top team

Step Ability to... A B C D E

Profi

cie

ncy

stra

nds

Und

erst

andi

ng, F

luen

cy a

nd P

robl

em S

olvi

ng Prepare four activities and devise an appropriate scoring system for each activity.

Clearly identifi ed the aim of each activity and described in detail what it was measuring.The scoring system was easy to follow, reasonable and fair.

After discussion with the teacher, identifi ed the aim of each activity and described what it was measuring.The scoring system was reasonable.

Needed help to identify the aim of each activity and to clearly state what the game was measuring.Needed help to create a reasonable and fair scoring system.

Needed teacher guidance to identify the aim of each activity and what it was measuring.Scoring instructions were confusing and needed more detail.

Had great diffi culty identifying the aim of the activity.Was confused about what it was measuring. The scoring instructions were incomplete and not able to be understood.

Complete the activities.Calculate the team score at the end of each round.Calculate the team’s total score.

Measured all distances and times accurately. Recorded all scores correctly. Needed no help to accurately calculate the team score at the end of each round and the team’s total score.

Corrected any errors made when measuring distances and times, and recording these on the scoring sheet.Made only minor errors when calculating the team score at the end of each round and the team’s total score.

Needed help to accurately measure distances and times.Made some errors when recording these and when calculating the team score at the end of each round, and the team’s total score.

Needed teacher guidance to measure distances and times. Made errors when recording these.Could not independently calculate the team score at the end of each round and the team’s total score.

Measured distances and times randomly.Took very little care when recording these.Calculated the team score at the end of each round and the team’s total score incorrectly.

Reas

onin

g

Evaluate the activities. Gave detailed reasons for the success of the activities. Clearly identifi ed any problems with the measuring, scoring and recording the results. Made some creative and practical suggestions to improve the process.

Gave some reasons for the success of the activities.Listed some problems and suggested some suitable ways to improve the measuring, scoring and recording of results.

Described which activities were successful. Identifi ed any obvious problems with the measuring, scoring and recording of results.Made some simple suggestions to improve the process.

Described which activities were popular.Had diffi culty identifying any problems.Suggestions to improve the process were confused and unrelated to the activities.

Identifi ed which activities were most popular but was unable to say why.Could not explain any problems or make suitable suggestions.


Tear

-out

5


Name of activity:

Aim:

Rules:

Scoring:

This game measures:

Name of activity:

Aim:

Rules:

Scoring:




Tear

-out

6


Name of activity:

Aim:

Rules:

Scoring:


Name of activity:

Aim:

Rules:

Scoring:




Dat

a pa

ge 1

Data page 1Topic NA10: Written strategies for addition

Dingo Flats

Marlin Cove

Pearl Bay

Rocky Heads

Sunrise

PioneerSummer Beach

Larrikin Gully

Emu Creek

28

297

290

228

175

249

129

111

116

215

Dinkum Shire (km)

KEYRoad distances are measured in kilometres between large dots. 116

Road distances

ISBN 978 1 74135 178 1

iMaths 3 Black Line M

asters © C

arolyn Smales, W

ayne Lightbourne and Jane Rheeder 2011 Firefl y Education Pty Ltd

BLM 10.1

Investigation 10: Top team

Scoring

= points

Scoring

= points

Scoring

= points

Scoring

= points

Names Activity 1 Activity 2 Activity 3 Activity 4

Top team scoring sheet Team name:

© All rights reserved. Permission to copy these worksheets LP -- Worded Maths Worksheet

STRICTLY reserved for subscribing teachers & schools only. Fresh weekly each Saturday from www.Matharoo.com.au A fresh worded Australian Maths worksheet released EVERY weekend during the school term. Australian Primary School levels

MATHAROO Worksheet LP – 08 20

Student Name: ___________________ G

Grade:_______ Date:_____________

http://www.matharoo.com.au/

© All rights reserved. Permission to copy these worksheets MP -- Worded Maths Worksheet


MATHAROO Worksheet MP – 08 20

Student Name: ____________________ G

G Grade:_______ Date:______________

1

2


© All rights reserved. Permission to copy these worksheets UP -- Worded Maths Worksheet


MATHAROO Worksheet UP – 08 20

Student Name: ____________________ G

GrGrade:_______ Date:______________

% %

%

%


© All rights reserved. Permission to copy these worksheets EXT -- Worded Maths Worksheet


MATHAROO Worksheet EXT – 08 20

Student Name: ____________________ G

G Grade:_______ Date:______________

%

%

[Now, try to make up your own problem with different numbers!]


28 iMaths 3 Student Book ISBN 978 1 74135 178 1

Teacher note• Comprehensive lesson notes,

suggestions and resources are available in iMaths 3 Teacher Book.

• The Tear-out and Investigation plan for this Investigation can be downloaded from imathsonline.com.au.

Understanding the Investigation1 Read and plan.

Make sure you understand the meanings of: pamphlets, brochures, catalogues, flyers, whole dollars, value for money, advertisements, retail outlets and balance.

Read and discuss the rubric.

Download your Investigation plan. This will help you with the organisation and understanding of the Investigation.

Topics Before you start the Investigation you need to know…

NA29 Australian currency ...................................... p88

NA30 Equivalent values of money ........................ p90

NA31 Tendering cash ............................................. p92

NA32 Giving change ............................................... p94

NA33 Simple budgets ............................................. p96

NA6 Round to 10 .................................................... p42

NA11 Mental strategies for subtraction ............... p52

NA12 Written strategies for subtraction ............. p54

NA13 Subtraction to three digits .......................... p56

NA14 Backtracking ................................................. p58

Imagine what it would be like to win $1000!

Use pamphlets, brochures, catalogues and newspaper advertisements to investigate how many things you could buy for $1000.

Choose presents for 10 people. See how close you can get to spending all the money. Take time to choose the right gift for each person.

If you have money left, you may like to buy extra presents for some friends. Shop wisely!

Happy shopping big spender!

Investigation 11Big spender


Materials

Inve

stig

atio

n 1Materials

Internet accessISBN 978 1 74135 178 1 iMaths 3 Student Book 191

Tear

-out

7

Tear-out 7Investigation 11: Big spender

Person Gift Price Balance$1000

Big spender table

Tear-out 7 Inve

stig

atio

n 11

Go to imathskids.com.au – the Investigation 11 area contains the Investigation plan, websites and Tear-out that you need to complete this Investigation.

InquiryFind the most expensive gift on your list. Show 10 di! erent ways you could pay for this gift using a variety of notes and coins.

2 Who will you buy for? You have $1000 to spend on gifts for 10 people.

Try to spend as close to this amount as possible.

Write the names of the people you are buying exciting presents for on Tear-out 7, Big spender table (p191).

3 What will you buy? Look through advertising brochures, flyers, magazines,

newspapers and catalogues for ideas. Cut out a few gift ideas for each person on your list.

Using maths 4 Spend your money.

Select one gift for the first person on your list. Cut and glue a picture of the gift onto Tear-out 7 beside the person’s name.

Round the price to the nearest whole dollar and write it beside the picture.

Show how much money you have left after buying each item. This is your balance.

Keep spending until you have a gift for each person on your list.

5 Leftover money.Look at your balance.

If you have money left over, you may have to buy extra gifts. Some people may now get two or even three gifts.

If you have spent too much money, you will have to buy different gifts for some people.

Try to have no money left at all.

Reasoning and reporting6 How well did you shop? Explain how you spent close to $1000.

Did all 10 people receive at least one gift?

If you spent too little or too much, what did you do to fix this?

Hand in your gift list. Report on how well you shopped.

A3 paper Coloured pencilsMagazines, catalogues,

shopping brochures

FoodSale

iMag

Craft materials

Big spender table


Mum $80$1000- 80$920

Dad $250$920- 250$670

iMaths Investigation Plan Student Book 3 © Firefly Education 2011

Student’s name Due date

My group

Now that I have read through the Investigation, I am going to make a plan that should help me understand this Investigation.

Name of Investigation:

I understand that this Investigation is asking me to:

Some parts of this Investigation sound a little bit difficult. I think I might get help from these people or places.

a teacher the internet parents special helper at school

friends practice books a telephone interview other

I think these Topics are really important to this Investigation:

Topic Why I need this Topic to complete this Investigation

Eg. Centimetres So I can read the ruler to measure properly.

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2

I believe I will have no problems with:

I think I may need some help with:

I found two words from the list in step 1 that I need to understand.

Word Meaning in this Investigation.

Eg. Quantity The amount of each ingredient for my cooking.

1

2

iMaths 3 Investigation Plan


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Tear-out 7Investigation 11: Big spender


Big spender table




Student Name: ___________________ G

Grade:_______ Date:_____________





Student Name: ____________________ G

G Grade:_______ Date:______________





Student Name: ____________________ G

GrGrade:_______ Date:______________

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Student Name: ____________________ G

G Grade:_______ Date:______________

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Design three different paper planes to test for the paper plane flying competition.

Follow the competition rules, set out below.

Design three different Design three different Design three different paper planes to test for the paper planes to test for the paper planes to test for the paper planes to test for the paper plane flying paper plane flying paper plane flying paper plane flying competition.competition.

Every year, your town holds a paper plane flying competition. Children design their own paper planes, then fly them against each other. The designer of the paper plane that flies the furthest is the winner!This year, you are finally old enough to enter the competition. There is only one problem - you have designed three different paper planes and you can’t decide which one to enter in the competition!You have decided to test all three of your paper plane designs to see which one flies the furthest. You will accurately measure and record the distance flown by each paper plane, then use the information to make a decision about which design to enter in the competition.

• Each paper plane must be constructed from a single piece of A4 paper. • The exterior of the paper plane may be decorated using pencils or markers only.• Attachments of any kind are not permitted.• The use of tape, glue or adhesives of any kind is not permitted.• Rips may be made in the paper plane by hand. The use of scissors is not permitted.

in the competition.in the competition.

• Each paper plane must be constructed from a single piece • Each paper plane must be constructed from a single piece of A4 paper. of A4 paper. • The exterior of the paper plane may be decorated using

Every year, your town holds a paper plane Every year, your town holds a paper plane Every year, your town holds a paper plane Every year, your town holds a paper plane flying competition. Children design their flying competition. Children design their flying competition. Children design their flying competition. Children design their

Which Plane Flies Best?LengthLength

1. Check your understanding of the task

Carefully read through the task and the list of competition rules. If there are any instructions that you do not understand, ask your teacher to explain them to you.

2. Design and construct your paper planes

Design, construct and decorate three different paper planes. Draw or take a photograph of each design to be recorded on the Designing and Constructing Worksheet. Remember to follow to competition rules throughout the design and construction process.

3. Make a prediction

Which paper plane design do you think will fly the furthest and why? Record and explain your ideas on the Conducting the Investigation Worksheet.

4. Choose a scaled measuring instrument

Decide how to best measure the distance flown by each paper plane during the test flights. Record and explain the reasons for your choice on the Conducting the Investigation Worksheet.

5. Conduct three test flights for each paper plane design

Test each paper plane three times. Use your chosen scaled measuring instrument to record the distance flown on each test flight, then record the distances in the table provided. Calculate the total distance flown by each paper plane by adding the three distances from each test flight together.

6. Make a decision

Based on the results of the investigation, decide which paper plane design to enter in the competition.

1. Check your understanding of the task1. Check your understanding of the task

Carefully read through the task and the list of competition rules. If there are Carefully read through the task and the list of competition rules. If there are

• Blank sheets of A4 paper• Scaled measuring instruments (small ruler, large ruler, tape measure, trundle wheel)• Coloured pencils or markers

The MaterialsThe MaterialsThe Materials• Blank sheets of A4 paper Scaled measuring instruments

Date

Length Investigation - Worksheet

Name

INVESTIGATION

Designing and ConstructingDesign and construct three different paper planes. Give each design an interesting name. Draw a sketch or take a photograph of each design to display in the boxes below. Write a sentence to explain the features of each design.

Design 1: ________________________ Design 2: ________________________ Design 3: ________________________

Date


Name

INVESTIGATION

Test Flight 1 Test Flight 2 Test Flight 3 Total Distance

Design 1

Design 2

Design 3

Conducting the Investigation

Prediction

I think design number 1 / 2 / 3 (circle one) will fly the furthest. I think this because:

Measuring Distance Using a Scaled Instrument

I am going to use a small ruler / large ruler / tape measure / trundle wheel (circle one) to measure distance. This is the best instrument to use because:

Collecting and Recording Data

Conduct three test flights for each of your paper plane designs. Record the distance flown on each flight.

Once you have conducted all three test flights, calculate the total distance flown by each paper plane.

Conclusion

My prediction was correct / incorrect (circle one).

The winner paper plane design was design number 1 / 2 / 3 (circle one).

I know this because:

Date


Name

INVESTIGATION

Reflection1. Did you enjoy working on this investigation? Give reasons to explain your answer.

2. Did you face any challenges during the investigation? If so, how did you overcome them?

3. How do you feel about your winning design? Is there anything you would change about it?

4. Do you think this investigation was a ‘fair test’? Why or why not?

5. Circle the statement that best suits how you feel about measuring distance after completing this investigation.

a) I feel very confident measuring distance. b) My understanding of measuring distance is improving. c) I still need some help when measuring distance.




Student Name: ___________________ G

Grade:_______ Date:_____________





Student Name: ____________________ G

G Grade:_______ Date:______________





Student Name: ____________________ G

GrGrade:_______ Date:______________





Student Name: ____________________ G

G Grade:_______ Date:______________

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Date

My Ecological Footprint - Worksheet

Name

CHEMICAL SCIENCES

My Ecological FootprintRead the following questions. Take note of your household’s behaviour over one week. For each question, shade a number from 1 to 7 which best describes your household situation. The last question asks you to tally your results.

1. How often do you eat animal-based products? This includes meat, poultry, seafood, eggs and dairy.

1 2 3 4 5 6 7

never once a day for every meal

2. Which foods that you eat have no packaging?

1 2 3 4 5 6 7

all of it vegetables and fruit it all has packaging

3. How many bedrooms and bathrooms does your house have all together?

1 2 3 4 5 6 7

If the number is greater than 7, just mark 7.

4. What material is the outside of your house made from?

1 2 3 4 5 6 7

straw bamboo wood brick concrete adobe steel

Date


Name

CHEMICAL SCIENCES

5. How many people live in your household?

1 2 3 4 5 6 7

If the number is greater than 7, just mark 7.

6. Do you use energy efficient appliances and lights in your home?

1 2 3 4 5 6 7

every appliance energy saving light bulbs none at all

7. What percentage of your electricity comes from ‘Green’ energy sources?

1 2 3 4 5 6 7

100% more than 20% 0%

8. Compared to your neighbours, how much rubbish do you generate?

1 2 3 4 5 6 7

much less about the same much more

9. How do you mostly get to and from school and other places you regularly visit?

1 2 3 4 5 6 7

always walk public transport always drive

Date


Name

CHEMICAL SCIENCES

10. How much does your family spend on petrol each week?

1 2 3 4 5 6 7

nothing between $20 and $50 more than $50

11. How often do members of your family carpool?

1 2 3 4 5 6 7

5 days a week 2 days a week never

12. How far do you travel on public transport each week?

1 2 3 4 5 6 7

more than 100 km more than 50 km less than 5 km

13. How many hours do you fly each year?

1 2 3 4 5 6 7

none around 5 more than 10

14. How often does your family plant trees, vegetables or other plants?

1 2 3 4 5 6 7

everyday weekly never

Date


Name

CHEMICAL SCIENCES

15. Use the space below to add up all the numbers you have shaded to work out your overall ecological footprint score. Then, use the data analysis table below to see what your score means.

Ecological Footprint - Data AnalysisOnce you have tallied your results, find where your number sits in the table and read about your ecological footprint. Discuss your class data.

0 - 19 20 - 39 40 - 59 60 - 79 80 - 100

You have a very low ecological footprint. In fact, if everyone on Earth had a footprint in this range the earth wouldn’t be in trouble.

Your ecological footprint is small enough that it will reduce the growth of ecological destruction but it will not provide a long-term solution to the problem.

You have an average ecological footprint. Remember that even though it is average, this number must be reduced.

Your ecological footprint is larger than average. You might consider how you can change your actions to reduce this number.

A number this high means you are living way beyond where you should be in order to protect the earth. Find ways to reduce your number now.

's TimelineDate:

Date:Date:Date:

Date:Date:Date:

Name: _______________________________ Date: __________

DESIGN TASKThe Scenario: Look up at the stars! An alien needs to get back to his home planet. He needs you to build him a spacecraft that will take him safely back to his home.

The Process: Follow the Engineering Design Process to help you to complete this task.

1. Ask questions - What is the problem? Are there any challenges?

2. Imagine it - Brainstorm your ideas. Pick the best one!

3. Plan it - Make a list of materials. Draw a labelled diagram.

4. Create it - Follow your plan. Create a model if possible.

5. Improve it - Did it work? Can you make it better? What could be donedifferently?

6. Share it - What changes need to be made? What do others think?

Material Available:

• paper plates

• paper bowls

• paper cups

• paper straws

• pipe cleaners

• cardboard tubes

• coloured paper

• coloured card

• egg cartons

• glue

• sticky tabs

• tape

• aluminium foil

Date

Spacecraft Design Task - Worksheet

Name

DESIGN TECHNOLOGY

Spacecraft Design Task

1. I am designing a:

2. I will need the following materials:

Labelled Diagram of My Spacecraft

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Year 3

Below is a list of 40 activities you could do if you need a break or finish everything.

1. Interview a family member. Taking the time out to learn more about the people in your family might surprise your children. Get them to dig deep and think about their questions and their responses. Save these interviews so you can read them again. 2. Measure the area and perimeter of each room in your home. This is a math skill everyone needs to know how to do. Bonus points if they do the windows too so they’ll know what size curtains would work! 3. Write and mail a [real] letter to your teacher or principal or classroom pen pal. Address the envelope yourself. Learning to write a letter and address an envelope is important even in the age of email. The thrill of getting a letter in the mail cannot be overestimated. 4. Call a grandparent or older relative. Ask them to teach you the words to a song from their childhood days. Just like #1, this is something that can really help kids learn more about the people in their lives. 5. Construct a family tree. Make this one wide-open and out of the box. Challenge your kids to create any kind of tree they want and include anyone who they consider to be family. 6. Draw a map of your home and neighbourhood. In addition to be an important part of understanding how maps work, this activity helps kids define their world. Bonus tip: choose a safe place near your home on the map to meet family members in an emergency.

Year 3

7. Create a Venn Diagram that compares and contrasts two people connected to you in anyway. Understanding that people who seem very different may have a lot of similarities shifts our perspective and creates room for kindness and understanding. 8. Learn, practice, and tell three new jokes. Everyone is going to need to laugh in the coming days of social distancing. 9. Put your favourite book, toy, and keepsake on a small table in sunlight. Draw or paint a full colour still life. This is a great way to express your love for something. For a variation on this, try out different ways to paint the still life “like” a famous artist. 10. Create and use a secret code. Send people messages in code, have them figure it out, and write back! 11. Using one type of paper (constant), build three different paper airplanes (independent variable) and test to see how far they fly (dependent variable). 12. Write or tell a story titled “What if humans had to leave the Earth and no one remembered to turn off the last robot?” 13. Maths card game - Try for a total of 10. Play this math card game alone or as a team. Lay out 20 cards on the table (leave out face cards or change them to equal 0, while aces equal 1). Kids remove sets of cards that add up to 10, ultimately trying to remove all the cards from the table. It’s harder than you think!

Year 3

14. Choose a number between 10 000 and 99 000. Use words and pictures to create a poster showing as much information about the number as possible. 15. Look around the home and write down examples of real-life acute, right, straight and obtuse angles. 16. Each night this week, record the total amount of sleep you have each night. Predict how much sleep you might have over the weekend and explain your prediction. 17. Find 10 straight objects around your home e.g. a toothbrush, a pen, a wooden spoon. Measure and record their lengths. Order the objects from shortest to longest. 18. Write 5 real-life word problems that need to be solved using subtraction. Answer each problem and show your working. 19. Choose your favourite song and choreography some dance moves 20. Write a short play or skit and perform to your family 21. Sing a nursery rhyme in a different way. For example, a rap, opera style, etc. You could film yourself performing or just perform in front of your family. 22. Learn about your favourite artist watching Art with Mati and Dada on You Tube

Year 3

23. Draw and animal hybrid; two animals combined to create a new creature 24. Draw your teacher like a caricature or cartoon

25. Pretend you are a convict being transported to Australia. Write a diary entry to describe your experiences on board the First Fleet. 26. Choose a local piece of flora or fauna. Draw, colour and label a detailed picture of this vegetation type and write a short paragraph to explain its features. 27. Choose a service that is provided by your local council. Write a paragraph explaining how you and your family use and benefit from this service. 28. Create a list of essential occupations that are still open and working during this time. 29. Write a paragraph about a time that you had to deal with change in your life. Explain how you felt about the change and describe any strategies you used to help yourself adapt. 30. 20 Jumping Jacks 10 Sit-ups 20 Mountain Climbers 10 Side-to-Side Jumps 31. Mindfulness Minute: For 60 seconds hold or perform one of the Yoga poses from Cosmic Yoga and clear your mind. Focus only on your breathing. Do this 3-5 more times today.

Year 3

32. Cook a yummy treat with an older family member. 33. Play a board game. 34. Ask your parent/carer to teach you a game that they played as a child 35. Tell a parent why you love him or her. 36. Choose an animal from each continent and list their adaptations to their environment. 37. Come up with a list of 5 things you can do to be safe online and create a poster. 38. Compose a short speech to persuade students why they should stay home during Covid-19. 39. Create a net of a 3D object and see if you can make a 3D object. 40. Practise a tongue twister and MASTER it.

Year Three Learning from Home - West Ryde Public School

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Transcript of Year Three Learning from Home - West Ryde Public School