Hallam PrimaryHome Learning Pack

Year 3Monday 6th July – Friday 10th JulyFor any questions or queries, please

contact: y3enquiries@hallam.sheffield.sch.uk

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English This week we will be revisiting poetry, but this time about summer.

Task 1: To develop an understanding of a poem

Read the poem below and have a go at answering the questions in full sentences.

SummerSummer brings us trees swaying shyly in the breeze,Stunning sunflowers blooming in the meadows,Fragrant flowers blossoming,Striking sunsets at the end of the day.

Summer brings us happy holidaysWhere swimmers splish and sploshSizzling sand and salty, sun-kissed seaSea shells on the shore.

Summer brings us brilliant blue butterflies fluttering,Heavenly honeybees frantically buzzing from flower to flower,Gorgeous gardens with lilac lilies,Silky sweet peas with their shoots entwined.

Summer brings us marvellous magical moonlightSultry, stuffy weatherSudden storm clouds buildingSparkly, shimmering light.

Questions

1. What do you like about this poem?2. Find all the examples of alliteration in the poem and

underline them.3. How does every stanza begin?4. Choose your favourite line from the poem and say why

you like it. E.g. I like My favourite line is ‘Heavenly honeybees frantically buzzing from flower to flower’ because the poet has used alliteration 2

with ‘heavenly’ and ‘honeybees’ and I can really picture this in my head.

5. Use this poem and your own ideas to write down as many words and phrases about summer that you can think of. Make a mind map of your words around the word ‘summer’ in the middle of the page.

Don’t forget to watch the Y3 Hallam home learning video too to help.

Extension task: Pick 5 of the words from your mind map and explain why you have chosen them. Why/how do they remind you of summer?

Don’t forget to watch the video on the Y3 Hallam home learning webpage for more help!

Task 2: To build a bank of rich vocabulary including alliteration

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Today you will be using your mind map from yesterday’s task, the poem in Task 1 and the words and phrases below, to create ten phrases to describe summer.

Try to make at least five of your phrases using alliteration (starting with the same sound), e.g. hazy holidays or fragrant flowers.

Don’t forget to watch the Y3 Hallam home learning video too to help.

Combine the words in the boxes below to create phrases that you think could be used to describe summer. You can use any or your own words, if you prefer to, or ‘magpie’ from the poem in Task 1.

Adjectives

Nouns

Extension task: When you have your phrases, try putting them into a sentence. Refer back to the poem to help you with this.e.g. Summer brings us delightful days daydreaming on deckchairs.

Task 3: To describe summer using the senses.Today we would like you to go on a ‘senses’ walk, which could be in the park, around your local area or simply in your garden or outdoor space.4

beach daisies holiday cricket deckchairbreeze sightseeing ocean fishing meadowday-dreaming storm berries lightningfragrance diving dandelions smilesmemories ice cream sunflowers flowersgreat outdoors lifeguard perfection

delightful endless sensational unforgettablerefreshing lush lazy hazy sun-

kissed sun-drenched sun-filledsun-baked muggyperfect peaceful ripe humid

beautiful shining dazzling bright fruitytranquil fragrant

Don’t forget to watch the Y3 Hallam home learning video too to help. This will be the plan for your poem, that you will use tomorrow.

What did you experience? Where is it?Example: beautiful breezeButterflies fluttering

on my cheeksin the flowers

Task 4: To use alliteration to write a poem about summer

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Today you will be using all the words and phrases we have put together this week to create a poem about summer. You have your alliteration phrases from Task 2 and your vocabulary collected from your ‘senses’ walk. Use the template here to write your poem, where each verse is linked to the senses. Look at the WAGOLL created with words and phrases from the poem in Task 1. Try to use at least five examples of

alliteration in your poem.

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WAGOLL Poem - Summer

Summer looks like trees swaying shyly in the breeze,Stunning sunflowers blooming in the meadows,Striking sunsets at the end of the day.

Summer sounds like happy holidaysWhere swimmers splish and sploshHeavenly honeybees frantically buzzing from flower to flower,

Summer smells like gorgeous gardens with lilac lilies,Silky sweet peas with their shoots entwined.Fragrant flowers blossoming.

Summer tastes like sizzling sand and salty, sun kissed seaDelightful, delicious ice creamsBeautiful blueberries on my plate.

Summer feels like sultry, stuffy weatherSudden storm clouds buildingEarly morning cool breeze on my face.

Don’t forget to watch the Y3 Hallam home learning video too to help. This will be the plan for your poem, that you will use tomorrow.

You can ‘magpie’ from the WAGOLL here, but try to think of your own phrases too. When you are happy with your poem, record yourself reading it out loud and send us in a video to y3enquires@hallam.sheffield.sch.uk

We would love to see and hear your poems! Happy writing!

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Task 5: To edit and publish your summer poem

Don’t forget that a good writer or poet is never completely happy with the first draft. Experiment with different images and explore putting words together that you wouldn’t usually put together. For example, dazzling daisies or unforgettable perfection

When you are happy with your final version, write it in your neatest handwriting and illustrate it with summery pictures.

We will look forward to you sharing your poems with us, either through videos or pictures of your poems.

We would love it this week especially, if children in 3W (Mr Walker’s class) could email in their favourite/ best piece of work and we will get back to you with some feedback!

Please send it in to y3enquiries@hallam.sheffield.sch.uk

English support for parents:8

This week the children will be creating poems about summer. There are videos for each lesson on the Y3 home learning page to help you.

Structure of Lessons

1. To develop an understanding of a poem.Children to read the poem and work through the questions below it, including saying why they like it and choosing their favourite line in the poem. Encourage them, if you can, to articulate a response with specific reference to the poem, rather than just saying that it’s interesting or good. E.g. I like the poem because it makes me think about summer. I can see in my head the stunning sunflowers. For the last part, they need to create a mind map, jotting down all the words that they associate with summer. See the video for more support with this.

Alliteration happens when words that start with the same sound (not just the same letter) are used repeatedly in a phrase or sentence. 

2. To build a bank of rich vocabulary including alliteration Children use their mind map from Task 1 plus ideas from the original poem to create ten phrases about summer, five of which should include alliteration. For the extra challenge, these phrases could be put into a sentence.e.g. Summer brings us delightful days daydreaming on deckchairs.

3. To describe summer using the senses.Children to use the planning sheet to go on a walk, either in the garden, outdoor space or local park and record sights, sounds, smells, tastes and feelings including where they are. E.g. beautiful breeze on my cheeks.

4. To use alliteration to write a poem about summer.Children to use their senses walk plus ideas from task 2 to write a poem using the same format as the example. Summer looks like, sounds like, etc They should include at least five examples of alliteration in their poem.

5. Edit and publish a fact fileChildren to spend a little time editing their work, encouraging them to not be simply satisfied with their first draft but exploring different

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combinations of words. They can be recorded reading out their poem and illustrate their poem, writing out in their absolute best handwriting. Please e mail us your poems so that we can see or hear them too.

MathsTask 1: To use the grid method to multiply a 2 or 3 digit number by a single digit.

This week we are revisiting calculation methods for multiplication and division methods. Watch the video on the Hallam website that goes with this task, for further help.

Use a grid for calculation and then a column addition to add your numbers. Remember this from last week’s work.There is a sheet of grids to use at the back of the learning pack.

12 x 3 = 36

78 x 4 = 312

280 + 32

3121

Extension Task:

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1) 35 x 4 =2) 29 x 5 =3) 41 x 3 =4) 58 x 8 =5) 67 x 4 =6) 172 x 5 =

Have a go at the extension questions. You can still use the grid method or you can have a go at the compact method which will form the learning for Task 2. The product is what you get when you multiply two numbers together, in other words the answer.

Task 2: To use the compact method to multiply a 2 or 3 digit number by a single digit.

For this task we will be using the compact method for multiplying a 2 digit number by a single digit, but you can still use the grid method, if you find this too tricky.

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Watch the video that goes with this task, for further help. Here are the same examples from Task 1, using the compact method.

1 2 7 8X 3 X 4 3 6 3 1 2

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Extension Task:Can you use your understanding of the compact method for multiplication to find the missing numbers in these calculations?

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1) 27 x 4 =2) 39 x 8 =3) 45 x 5 = 4) 61 x 3 = 5) 128 x 4 =6) 256 x 5 =

Task 3: To use a number line to divide a 2 digit number by a single digit.

This should be revision for you. The first example shows division using repeated subtraction.

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You can count forwards or backwards, but the answer is always the number of jumps that you have made. The number you are dividing by needs to be the number you are subtracting ( or adding ) on the number line.

The second example shows ‘chunking’ using a number line, for larger numbers.

If you want to use this method, always take away ‘chunks’ of 10 of the number you are dividing by, until you get down to a number less than 10.

Extension Task:

Use the ‘chunking’ method for these division questions.

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1) 36 ÷ 4 = 2) 56 ÷ 4 =3) 72 ÷ 3 =4) 90 ÷ 5 =5) 96 ÷ 8 =6) 84 ÷ 6 =

1) 132 ÷ 4 = 2) 256 ÷ 4 =3) 235 ÷ 5 =4) 312 ÷ 8 =5) 264 ÷ 6 =6) 248 ÷ 8 =

What do you notice about these calculations?

Task 4: To consolidate knowledge of the 4 times table.

For this task we are working on the 4 times table. Have a little practice before you start, so that you can do these in your head. If you are stuck, the 4 x and 8x table can be found at the back of the pack.

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Extension Task:

Show your working out for these problems:

Task 5: To consolidate knowledge of the 8 times table.

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For this task we are working on the 8 times table. Have a little practice before you start, so that you can do these in your head. If you are stuck, the 4x and 8x table can be found at the back of the pack.

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Extension Task:

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Maths support for parentsThis week we are revisiting multiplication and division methods. Please stick clearly to the methods that we teach at Hallam as we do build on this in school from year group to year group.

The links to lessons, where appropriate can be found below and our own videos introduce each task and go through the methods to be used. You can use the task independently or use the video links and help for each lesson.

Task 1: To use the grid method to multiply a 2 or 3 digit number by a single digit.Please see example shown and in the Hallam video. Blank grids can be found next in the pack. This is the method we taught in school, earlier in the year and encourages a knowledge of place value.

Task 2: To use the compact method to multiply a 2 or 3 digit by a single digit.The compact method is new to the children. If they are struggling with this, then stick to the grid method. Please see example shown and in the Hallam video.

Task 3: To use a number line to divide a 2 digit number by a single digit.Please see example shown and in the Hallam video. The children should not be using the ‘bus stop’ method for division as we have not taught this method and they need a thorough understanding of place value first.

Tasks 4 and 5 : To consolidate knowledge of the 4 and 8 times table.https://vimeo.com/415086682 This video from White Rose Maths shows the 4x and 8x table.Please see the example shown and in the Hallam video.

The answers to all questions can be found at the very back of this pack.

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Grids to use for multiplication Task 1 and Task 2 if needed

X

X

X

X

X

X

X

X

X

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4 times table 8 times table1 x 4 = 4 1 x 8 = 82 x 4 = 8 2 x 8 = 163 x 4 = 12 3 x 8 = 244 x 4 = 16 4 x 8 = 325 x 4 = 20 5 x 8 = 406 x 4 = 24 6 x 8 = 487 x 4 = 28 7 x 8 = 568 x 4 = 32 8 x 8 = 649 x 4 = 36 9 x 8 = 7210 x 4 = 40 10 x 8 = 8011 x 4 = 44 11 x 8 = 8812 x 4 = 48 12 x 8 = 96

ReadingNotes to parents: This week our Guided Reading is based around the poet, Benjamin Zephaniah. Task 1 is a fact file text all about him and then tasks 2 and

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3 feature some of his poems. The remaining two tasks are to visit the Bug Club website, read some of the books and answer some of the questions, that you have been assigned there. Remember, for each task there is a video to watch on the Y3 Hallam home learning webpage.

Task 1

Questions for Task 1

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1) Where was Benjamin born and where did his parents come from originally?

2) What are many of Benjamin Zephaniah’s poems about?3) Can you put these events in order from 1-4 to show when they

happened?o Benjamin continues to inspire young writers.o Benjamin was born in Birmingham.o Benjamin moved to London.o Benjamin performed in every continent.

4) Why did Benjamin choose to move to London?5) What is the style of Benjamin’s poetry called?6) Why do you think many young writers and singers have been

inspired by him?CHALLENGE: Write down 3 questions you would like to ask Benjamin.Task 2Watch the video of Benjamin reading his famous poem, Talking Turkeys here:https://www.youtube.com/watch?v=-1DKCaR9OzQ

Talking Turkeys Be nice to yu turkeys dis ChristmasCos’ turkeys just wanna hav funTurkeys are cool, turkeys are wickedAn every turkey has a Mum.Be nice to yu turkeys dis Christmas,Don’t eat it, keep it alive,It could be yu mate, an not on your plateSay, Yo! Turkey I’m on your side.I got lots of friends who are turkeysAn all of dem fear Christmas time,Dey wanna enjoy it, dey say humans destroyed itAn humans are out of dere mind,Yeah, I got lots of friends who are turkeysDey all hav a right to a life,Not to be caged up an genetically made upBy any farmer an his wife.Turkeys just wanna play reggaeTurkeys just wanna hip-hopCan yu imagine a nice young turkey saying,‘I cannot wait for de chop’,Turkeys like getting presents, dey wanna watch Christmas TV,Turkeys hav brains an turkeys feel painIn many ways like yu an me.

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I once knew a turkey called…TurkeyHe said “Benji explain to me please,Who put de turkey in ChristmasAn what happens to Christmas trees?”,I said “I am not too sure turkeyBut it’s nothing to do wid Christ MassHumans get greedy an waste more dan need beAn business men mek loadsa cash’.Be nice to yu turkey dis ChristmasInvite dem indoors fe sum greensLet dem eat cake an let dem partakeIn a plate of organic grown beans,Be nice to yu turkey dis ChristmasAn spare dem de cut of de knife,Join Turkeys United an dey’ll be delightedAn yu will mek new friends ‘FOR LIFE’.Questions for Task 2

1) What does the poem tell you that ‘every turkey has’?2) What does the author tell you to say to turkeys?3) Why does the author say ‘Turkeys hav brains an turkeys

feel pain In many ways like yu an me’?4) Why do people still eat turkeys, even though it could be

seen as cruel to kill them?5) Why has the author put ‘FOR LIFE’ in capital letters? 6) Why do you think the author has deliberately misspelt

words like mek (make), yu (you) and dey (they)? 7) Has the author convinced you not to eat turkey? Why /

why not?

CHALLENGE: People eat chocolate for Easter, do you think Benjamin would be upset about this too? Explain your answer fully.

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Task 3Watch Benjamin reading his poem ‘Football Mad’ here:https://www.bbc.co.uk/programmes/p011mk5j

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Questions for Task 3

1) What has Clever Trevor done?

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2) What is the first thing he does after?3) Find 2 pairs of rhyming words from the poem.4) How do his team congratulate Trevor on his goal?5) Find 3 other things Trevor does to celebrate.6) What do you think is meant by “no-one can restart the

game until Trevor has had his moment of fame”?7) Why do you think Benjamin chose to end the poem with

the question, ‘How much money will he get?’

CHALLENGE: How do you think the poet (Benjamin) feels about football? Explain your answer fully, using evidence from the poem.

Tasks 4 and 5:

Spend 20-30 minutes per session on Bug Club reading one (or more) of the books you have been allocated and answering the quizzes. Remember some questions are two parts and you often need to explain your answer and use some supporting evidence from the text.

https://www.activelearnprimary.co.uk/

Design Technology TaskThis week, we would like you to get creative and try out the ancient art of origami. You are going to have a go at making a ‘Paper Throwing Star’, also known as a Shuriken or Ninja Star. To make this you will need 2

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sheets of paper and a little patience! It works best if you have squares of paper, but you can make this from A4, by diagonally folding up one corner and cutting off the left over rectangular strip.

Don’t forget to watch the Hallam Y3 video for more help on the home learning web page! We would love to see your efforts, so send a photo of your creation to y3enquiries@hallam.sheffield.sch.ukWell-being ideas for this week:

Watch the ‘Weekly Welcome’ video in the Y3 home learning folder on the Hallam Primary website.

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Daily Joe Wicks, Cosmic Yoga, walk outside, bike ride or similar work outhttps://www.youtube.com/channel/UCAxW1XT0iEJo0TYlRfn6rYQhttps://www.youtube.com/user/CosmicKidsYoga

Mindfulness colouring or sketching Listening to music – why not find out about some of the

favourite songs of people in your house? Can you learn them?

Play a game! Can you find a board game or card game around your house to play with someone? Or you can even have a go at designing/ making your own game. It could be physical and active outdoors or involve a board or cards. Think about whether it will be team or individual and write down some basic rules. Teach it someone in your house and have a go at playing it together. We would love to see your creations!There are lots of ideas for inspiration here:https://www.thesprucecrafts.com/diy-board-games-4173048

We would love it this week if children in 3W (Mr

Walker’s class) could email in their favourite/ best piece of work and we will get back to you with some feedback! Please send it in to y3enquiries@hallam.sheffield.sch.uk

Maths AnswersTask 1 answers

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1) 35 x 4 = 1402) 29 x 5 = 1453) 41 x 3 = 1234) 58 x 8 = 4645) 67 x 4 = 2686) 172 x 5 = 860

Extension answers

22 x 4 = 88 31 x 4 = 124

Various answers possible

Task 2 answers

Extension answers

Task 3 answers

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1) 35 x 4 = 1402) 29 x 5 = 1453) 41 x 3 = 1234) 58 x 8 = 4645) 67 x 4 = 2686) 172 x 5 = 860

1) 27 x 4 =1082) 39 x 8 =3123) 45 x 5 = 2254) 61 x 3 = 1835) 128 x 4 =5126) 256 x 5 =1280

1) 36 ÷ 4 = 9 2) 56 ÷ 4 = 143) 72 ÷ 3 = 244) 90 ÷ 5 = 185) 96 ÷ 8 = 126) 84 ÷ 6 = 14

Extension answers

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1) 132 ÷ 4 = 332) 256 ÷ 4 = 643) 235 ÷ 5 = 474) 312 ÷ 8 = 395) 264 ÷ 6 = 446) 248 ÷ 8 = 31

Task 4 answers

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Extension task answers

Task 5 answers

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Extension task answers

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