Year 3 Spelling

Folktales: Spoken stories with unknown authors that are found in all cultures.

Folktales: Spoken stories with unknown authors that are found in all cultures.

Folktales: Spoken stories with unknown authors that are found in all cultures.

WWriting

LLearning Intention: We are learning to write an entertaining story.

A fable is a kind of story that teaches a lesson.

Fables are usually entertaining tales featuring animals that talk and behave like people

because they have human qualities.

For example, “The Three Little Pigs” teaches that hard work is important: The house built by

the hardest-working pig is the only one that survives the wolf’s attacks.

What is the purpose of a fable?

FFables

Lessons/ Morals

Don’t judge a book by it’s cover

A watched pot never boils

Look before you leap

An apple a day keeps the doctor away

Cheaters never win

Believe in yourself

Never give up

Animals (Characters)

Owl is wise Lion is brave

Wolf is fierce Fox is cunning

Turtle Mouse

Bat Snake

Crow Goose

Elephant Crab

Bee Duck

Task: Look at the lists below. Pick 2 animals and 1 lesson/ moral to use in a short story.

The Lion and the Mouse

Fable Example

One day, a lion was asleep in the wood. A mouse came along. The mouse didn’t see the lion and ran across the lion’s nose.

The lion woke up. He was cross with the mouse. “You woke me up!” he roared. The mouse was scared. “Please let me go!” said the mouse. “If you let me go, I will repay you one day!” “You are funny!” said the lion. “How could a mouse help a lion?” The lion laughed and let the mouse go home.

Some days later, the lion was caught in a hunter’s net. He couldn’t get out. The lion roared in anger.

The mouse heard the lion and ran to the net. The mouse saw the lion and had an idea. She chewed on the net until it broke and the lion fell out. The lion was free. “Even a mouse can help a lion!” said the mouse. From that day, the mouse and the lion became friends.

A kindness is never wasted.

Task: Write a short story using a moral and two animals as the main characters.

Number Talk:

Look a t t h e im age

Record your responses below:

Some questions to help you get started:

How many rows?How many columns?How many in each?How many altogether?How did you work it out?What mathematical language can you use to describe what you see?

Mathematics:

FFOCUS: Multiplication and Division

Learning Intention:

We are learning use place value as a strategy to solve multiplication problems

Using place value to multiply

Using place value is another strategy to solve multiplication problems. Multiplying

according to place value is a mental strategy (You can do it in your head). With practice,

you will find it a useful way to multiply.

Maths Activity

How to solve problems using place value

Example 1

Example 2 - With a larger number

Maths Activity

Solve these multiplication problems using the place value strategy

INSERT OR UPLOAD YOUR WORK HERE

1. 3 x 30=

2. 6 x 40=

3. 7 x 20=

4. 7 x 90=

5. 2 x 140=

90 Multiply 3 by 3 to make 9 tens. Then add the 0. 9 tens is equal to 90.

Maths Activity INSERT OR UPLOAD YOUR WORK HERE

Optional: Multiplication word problems

TTessa baked 40 cupcakes every day for 7 days. How many cupcakes did she bake altogether?

Jackson has 4 secret places in his room. He has hidden $60 if his savings in each place. How much does jackson have hidden in his room?

Show your working out here I used the strategy

Tessa baked

Show your working out here I used the strategy

Jackson has $

Maths Activity INSERT OR UPLOAD YOUR WORK HERE

Maths Reflection Questions

What is the new strategy that you learnt today?

What other mental strategies do you use to solve multiplication problems?

Out of 5 stars is the place value strategy one you will continue to use? Colour the stars of how confident you feel about this maths.

Personal Develop m en tHea lt h & Ph ys ica l Edu ca t ion

Your Tasks:

1. Read the steps on the next page and explore making sounds by traveling and using your hands and feet.

2. Create a sequence to show the different moves that you learnt.

LLearning Intention: We are learning to explore movement and body percussion in relation to beat and rhythm.

Step 1: Use your hands to make sounds, (for example clapping, clicking, slapping on chest, stomach, thighs).

Step 2: Use your feet to make sounds. Explore toe, heel and whole-foot sounds.

Step 3: Hands and feet: Organise the actions that you just explored into a sequence, which can be repeated. Explore different combinations of actions.

Step 4: Travelling hands and feet: Explore forwards, backwards or sideways steps, with hand sounds.

Step 5: Combine the hands and feet sequence and travelling hands and feet sequence.

HANDS, FEET, RHYTHM AND BEAT

PDHPESafet y on Wh eels

LLearning Intention: We are learning to identify protective strategies when travelling on wheels.

Success Criteria: I can:

List safe and unsafe places to ride. Choose correct answers about safety equipment.

We all know that the road is dangerous and not a place to play on or near.

When choosing where to ride it is important to pick a safe place to play that is away from

driveways, roads and traffic.

Where is a safe place to ride your bike, scooter, skateboard or be on your rollerblades?

Why is it important for you to have an adult with you when you ride?

Below are images showing safe places to rollerblade, and ride a bike and skateboard

Task: List the places near you that are safe and unsafe for rollerblading and riding a bike, skateboard or scooter.

Safe places Unsafe places

Wearing safety equipment is very important when rollerblading and riding your bike, scooter or skateboard. Safety equipment can protect you from

serious injuries if you fall over or have an accident.

Safety Equipment

Task: Draw and label images of safety equipment that you would need to wear if you were rollerblading, riding a bike, skateboarding or on your scooter.