W8490PR-Learn from Home Workbook 3

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Learn from Home – Workbook 3 

Published by Prim-Ed Publishing 2020 

Copyright © R.I.C. Publications ® 2020 

ISBN 978-1-912760-63-3 

PR–8490 

Titles available in this series: 

Learn from Home–Workbook 1 – 1st Class/Year 1 

Learn from Home–Workbook 2 – 2nd Class/Year 2 

Learn from Home–Workbook 3 – 3rd Class/Year 3 

Learn from Home–Workbook 4 – 4th Class/Year 4 



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CONTENTS PAGE 

Week 1...........................................................................2 

Week 2.........................................................................28 

Week 3.........................................................................54 

Week 4.........................................................................80 

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WEEK 1 

ENGLISH 

Comprehension – Lazy Jack ...................................................................3–5 

Comprehension – How are Donkeys Different?........................................6–8 

Grammar – Common and Proper Nouns......................................................9 

Grammar – Collective Nouns......................................................................10 

Writing – Narrative, The Grasshopper and the Owl.............................. 11–13 

Editing Skills – The Blue Whale..................................................................14 

Editing Skills – Peep Loses Sheep.............................................................15 

Editing Skills – Snake Bites........................................................................16 

MATHEMATICS 

Number – Group Counting.........................................................................17 

Number – Multiples.....................................................................................18 

Number – Adding Numbers Mentally..........................................................19 

Measurement – Units of Measurement......................................................20 

Measurement – Measuring in Centimetres.................................................21 

Geometry – 2-D Shapes.............................................................................22 

Geometry – Drawing 2-D Shapes...............................................................23 

SCIENCE 


Plants and Animals – Parts of an Insect.....................................................24 

Plants and Animals – Design an Insect......................................................25 

Plants and Animals – Observing Plants.....................................................26 

Plants and Animals – Different Habitats.....................................................27 

2 Learn from Home Workbook 3 978-1-912760-63-3 www.prim-ed.com Prim-Ed Publishing

Lazy Jack – 1 

Text 

Read the fairy tale. 

Once upon a time, there was a boy named Jack who lived with his mother in a small 

cottage. They were very poor and Jack’s mother earned some money by spinning 

wool to make yarn. Jack did not earn any money. All he did was lay in the sun 

during warm weather and sit by the hearth in cool weather. 

One Monday morning, however, Jack’s mother said, ‘No porridge until you find 

some work!’ So Jack got a job with a farmer. On Tuesday, he did odd jobs for a 

penny. On the way home, he accidentally dropped it in a stream. 

‘Silly boy!’ exclaimed his mother. ‘Put it in your pocket next time!’ 

On Wednesday, Jack worked for a farmer who kept cows. He paid Jack with a jar of 

milk. Jack put the jar into the largest pocket of his shabby jacket. The milk spilled 

out on his way home. 

‘Silly boy!’ exclaimed his mother. ‘Carry it on your head next time!’ 

On Thursday, Jack worked for a cheesemaker. He paid Jack with a large block of 

cream cheese. On the way home, the cream cheese began to melt and some stuck to 

his hair. 

‘Silly boy!’ exclaimed his mother. ‘Carry it in your hands next time!’ 

On Friday, Jack worked for a baker who paid him with a large tomcat. Jack started 

carrying it home carefully in his hands. But the cat began to wriggle and scratch 

him and he had to release it. 

‘Silly boy!’ exclaimed his mother. ‘Tie string around it and lead it next time!’ 

On Saturday, Jack worked for a butcher who paid him with a delicious leg of lamb. 

Jack tied string to it and dragged it behind him in the dirt. 

‘Silly boy!’ exclaimed his mother. ‘Carry it over your shoulder next time!’ 

On Monday, Jack worked for a cattle farmer. Jack was paid with 

a donkey, which he put over his shoulders. He staggered past the 

home of a rich man who had a beautiful daughter. The daughter 

had never spoken or laughed. But when she saw Jack she laughed 

and laughed! Her father was very happy and gave Jack permission 

to marry his daughter. 

So Jack married the beautiful daughter. With his mother, they all 

lived happily ever after in a large mansion. 


My learning log 

After reading this fairy tale, I can remember: 

all the events in the correct order. 

most of the events in the correct order. 

some of the events in the correct order. 

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Comprehension 

1. Lazy Jack was written for the reader to: 

(a) enjoy (b) learn something (c) follow instructions 

2. Circle the adjective that best describes this story. 

(a) scary (b) sad (c) amusing 

3. Why do you think the story is called Lazy Jack? 

4. Use a dictionary to write the meaning of these words. 

(a) hearth 

(b) tomcat 

5. Order these events in the story from 1 to 4. 

(a) Jack dragged a leg of lamb behind him. 

(b) Jack moved into a mansion. 

(c) A farmer paid Jack with a donkey. 

(d) 

Jack’s mother told him to get a job. 

6. (a) Why did the rich man’s daughter laugh at Jack? 

(b) Do you think anything else Jack did would have made her laugh? 

Yes No If yes, suggest what might have made her laugh. 


7. Do you think Jack was a sensible person? 

Explain your answer. 

Yes 

No 


While doing these activities: 

I found Q easy. I found Q challenging. I found Q interesting. 



Word Reading 

1. Jack dropped his penny ‘accidentally’. This means Jack: 

(a) 

(b) 

(c) 

meant to drop it. 

had an accident and dropped it. 

did not mean to drop it. 

2. Jack ‘staggered’ past the rich man’s home with the donkey on his back. Which 

word could be used instead of ‘staggered’? 

(a) skipped (b) raced (c) wobbled 

3. Jack had a ‘shabby’ jacket. Which word could be used instead of ‘shabby’? 

(a) smart (b) scruffy (c) sensible 

4. Is the word ‘permission’ used correctly in this sentence? 

Yes No 

The secret agent’s permission was to find the missing laptop. 

5. Find and write a word from the story that is an antonym for these. 

(a) warm (b) smallest 

(c) freeze (d) carelessly 

(e) follow (f) ugly 

6. These words are used in the story. Write an antonym for each one. 

(a) silly (b) release (c) poor 

7. Find the root word used to make each word and write it on the line. 

(a) started (b) largest 

(c) dragged (d) spoken 


8. Change each root word to complete the sentence. 

(a) We were all (laugh) at the story. 

(b) Every day, Dad (start) his car at seven o’clock. 

9. What is the root word of ‘permission’? 


Colour: 

I can / can’t find the root of most words. 

I know / don’t know what a synonym is. 

I could explain / would find it difficult to explain what an antonym is. 


How are Donkeys Different? – 1 

Text 

Read the explanation. 

Donkeys and horses look very much alike. That’s because they are 

related. Both animals are members of the horse family, Equidae. 

(‘Equidae’ comes from the Latin word, ‘equus’, meaning 

‘horse’). How can you tell the difference between donkeys 

and horses? 

Most donkeys are coloured various shades of 

grey but they can be black, brown, white or 

spotted. The most common horse colour is bay, 

a shade of brown, with black on the mane, tail 

and lower legs. 

Donkeys’ ears are longer than horses’ ears. 

Their large ears help to keep them cool. They also help them to hear over long 

distances. Donkeys make very loud braying sounds,‘hee-haw’, while horses 

make a softer ‘whinny’ sound. A donkey’s bray can be heard by other donkeys 

three kilometres away. 

Donkeys have tougher hooves than horses and do not need shoes like horses. 

However, donkeys’ hooves still need to be trimmed regularly. Donkeys’ coats 

are longer and coarser than horses’ coats. 

Like horses, donkeys like to live in herds. Both animals eat plant matter, though 

donkeys eat tougher plants than horses. 

Donkeys are not easily startled like horses. A horse will usually gallop away if it 

gets a fright. A donkey will freeze on the spot if frightened. It thinks about what 

to do next. 

Donkeys are sometimes placed in a flock or herd of sheep, goats or cattle. It 

will protect the animals from predators such as foxes which donkeys strongly 

dislike. If a donkey senses a fox is nearby, it will bray to warn the herd and even 

attack the fox by kicking it with its forelegs. 


It is said that donkeys are stubborn and won’t do 

what you want them to. This is because a donkey 

won’t move if it thinks it is dangerous to do so. For 

example, donkeys don’t feel safe jumping over 

fences so they can’t be trained to steeplechase 

like many horses can! 

My learning log When I read this explanation, I could read: all of it. most of it. parts of it. 



Comprehension 

1. This information text was mainly written for the reader to: 

(a) follow instructions (b) enjoy (c) learn something 

2. What is the main idea of the second paragraph? 

3. Donkeys are different from horses because they: 

(a) make softer sounds. (b) have longer ears. 

(c) like to live in herds. (d) do not need shoes. 

4. Summarise and list two differences between donkeys and horses. 

Difference 1: 

Difference 2: 

5. Imagine a horse and a donkey are in the same field next to a barn. The barn 

door suddenly slams shut. What is each animal most likely to do? 

donkey: 

horse: 

6. (a) Do you think donkeys are stubborn or sensible? 

(b) 


7. (a) Is it likely you would see a donkey showjumping? 

(b) 

Yes 


Why/Why not? 

8. How can donkeys help with sheep, goats or cattle? 

No 






1. Circle the correct word in the following sentences. 

(a) 

(b) 

(c) 

Donkeys eat (smaller/sweeter/tougher) plants than horses. 

Donkeys’ voices are (higher/louder/softer) than horses’ voices. 

Donkeys’ coats are (softer/darker/coarser) than horses’ coats. 

Word Reading 

2. Using a dictionary, write a definition for the word on the first line. On the second 

line, write your own sentence using the word. 

(a) 

(b) 

(c) 

steeplechase 

predators 

various 

3. Find words in the explanation piece which mean the same as the following. 

(a) scared (b) often 

4. Homophones are words that sound the same but are spelt differently. Write 

the words from the explanation that are homophones of these. 

(a) here (b) main 

(c) tale (d) heard 

5. Use the correct homophones from question 4 for these sentences. 

(a) Always be careful on the road. 


(b) The dog hurt his . 

(c) ‘Please come over ’, said the teacher. 

6. Rewrite these words adding the suffix ‘-ous’. 

(a) danger (b) poison 

(c) mountain (d) adventure 


Colour: 

I can / can’t use a dictionary to find words. 

I understand / need more practice on homophones. 

I know / don’t know when to use the suffix ‘-ous’. 


Common and proper nouns 

Nouns can tell us who, what and where in a sentence. 

Some nouns are 

common nouns. They 

name general people, 

places and things. 

Proper nouns name 

specific people, places 

and things and start with 

a capital letter. 

1. Cut out common and proper nouns from a newspaper or magazine. Glue 

them into the table, then write some of your own. 

Common nouns 

I watched a dog wandering 

around the city streets this 

afternoon. A kind lady picked 

him up and took him away. 

That was my friend, Grace! She 

lost her dog, Fluffy, then found 

him wandering around Kent 

Street in London! She took him 

back to her house in Hurstville. 

Proper nouns 


2. Write examples of two proper nouns for each of these common nouns. 

(a) 

(b) 

(c) 

(d) 

(e) 

country 

restaurant 

street 

teacher 

actor 


Collective nouns 

If you drove past some fluffy sheep, 

Would you mention them one-by-one? 

Say to your friend, ‘Quick, take a peek. 

There’s one sheep and one sheep, plus one. 

And more plus some, then another eight, 

Standing together near that rock!’ 

Or would it be quicker to say, 

‘Hey, take a look at that big flock!’? 

1. Name these groups. 

A collective noun is the name for a group of animals, 

people or things. 

A gaggle is a group of geese. 

A library is a group of books. 

A class is a group of pupils. 

(a) (b) (c) 

2. Match the collective nouns to each group of animals. 

pod school litter swarm pack herd 


(a) fish (b) whales 

(c) bees (d) puppies 

(e) wolves (f) cows 

3. (a) Make up your own collective noun for one of the following groups. 

boys shells girls smelly shoes 

(b) Write a poem or story about your collective noun on back of this sheet. 


Narrative 1 

The grasshopper and the owl 

Once upon a time, a grasshopper and an owl lived in a green forest 

near a quiet stream. The brown owl lived in the hollow of an old tree. 

She liked to feed at night and sleep during the day. The grasshopper 

lived in the leafy branches of a nearby tree. 

The owl often had trouble sleeping because the grasshopper liked to 

chirp loudly during the day while she was trying to sleep. Many times 

the owl begged the grasshopper to stop chirping. But the grasshopper 

ignored her and continued to chirp loudly. The owl did not know what 

to do. Finally, the owl could not stand it any longer. She decided to get 

rid of the grasshopper by playing a trick. 

‘You have such a lovely voice!’ she called sweetly to the grasshopper. 

‘ I cannot sleep because of your singing, so I have decided to taste 

some nectar from the flowers. Won’t you come and join me?’ 

The grasshopper felt very flattered by the lovely compliment about his 

voice. He also felt hungry just thinking about 

drinking the sweet nectar. 

‘I would love to come and taste the sweet 

nectar with you!’ he exclaimed, as he 

hopped towards the owl’s hollow in the 

tree. 

As soon as he hopped inside the hollow 

where the owl was waiting for him, she 

pounced on him and gobbled him up! 


From that day onwards, owl was able to feed 

at night and sleep peacefully during the 

day without anyone disturbing her. She also 

continued to enjoy a feast of grasshoppers 

whenever they came to live in the nearby 

tree! 


Use the narrative on page 3 to complete the page. 

1. Title 

Write the title 

of the story. 

2. Orientation 

Complete the boxes. 

When 

3. Complication and events 

(a) 

Who 

What was the problem? 

(b) Order the events below from 1 to 5. 

4. Resolution 

Looking at narrative 1 

Where 

• The owl decided to play a trick on the grasshopper. 

• The owl asked the grasshopper to stop chirping. 

• The owl and the grasshopper lived in the forest. 

• The grasshopper kept on chirping. 

• The grasshopper kept the owl awake during the 

day with his chirping. 


How did the owl decide to solve 

his problem? 

5. Ending 

Complete the sentence. 

The owl was able to sleep peacefully 

because she 


1. Plan the story about The hare and the tortoise. 

Title 

What is your story called? 

Narrative plan 1 

Orientation 

Who is the story about? When did it happen? Where did it happen? 

Complication and events 

What was the problem? What events happened? 

Resolution 

How was the problem solved? 

Ending 


What happened at the end? 

2. Write your story. 3. Check your work. 


The blue whale 

Read the report. 

the largest animals ever to have been 

on the earth are still living today 

1 Punctuation 

Editing skills 

(a) The report needs 13 capital letters, 10 

full stops and 3 exclamation marks. 

Circle the commas. 

the blue (wail/whale) is much bigger 

than the largest dinosaurs (one/won) 

blue whale measured nearly 34 metres 

and weighed more than 220 tonnes 

everything about the blue whale is big 

even its tongue may (way/weigh) up to 

(four/for) tonnes they also call to each 

other in big voices which can be heard 

over 800 kilometres away they are 

easily the loudest living creatures 

because they are mammals, blue 

whales breathe air this means they 

must come to the (surface/service) 

of the ocean to (breath/breathe) the 

‘waterspout’ a whale blows out is not 

really water at all—it is hot (breathe/ 

breath) and water vapour 

mothers feed their young on milk by 

the time they are a year old, the young 

calf may weigh more than 20 tonnes 

they can live for up to 45 years 

(b) How many commas are there? 

2 Spelling 

(a) Circle the correct word in each bracket. 

When changing words ending in ‘y’, 

change the ‘y’ to ‘i’ and add the new 

ending; e.g. grumpy, grumpier, grumpiest. 

(b) Make the -er and -est endings for the 

following adjectives. 

(i) funny 

(ii) sunny 

3 Grammar 

When adjectives are used to compare 

different things, endings often change; 

e.g. large, larger, largest. 

(a) Fill in the gaps in the table. 

describes 

itself 

big 

loud 

strange 

compares 

with one 

other 

bigger 


compares 

with many 

others 

loudest 

Collective nouns are the names given to 

particular groups. 

(b) Match each collective noun with the 

right animals. 

a pod of • • whales 

a herd of • • sheep 

a flock of • • lions 

a pride of • • cattle 


Peep loses sheep 

Read the recount. 


the disappearance of a flock of sheep yesteday has 

mystified both police and there owner 

miss peep, who was looking after her flock, said she did’nt 

know were to find them 

‘i terned my back for five minutes and they just vanished!’, 

said a distressed miss peep ‘i have been advised to leaf 

them alone and they’ll come home, but i just don’t no’ 

anyone with imformation is asked to contact the police 

the sheep are easily distinguished by their wagging tales 

1 Punctuation 

(a) The recount needs 10 capital letters, 5 

full stops and 1 exclamation mark. 

(b) How many capital letters were used: 

(i) for proper nouns? 

(ii) for the word I? 

(c) When is it correct to write the word ‘I’ 

without a capital letter? 

(d) In the text: 

(i) highlight the words spoken by Bo 

Peep. 

(ii) circle the speech marks around 

these words. 

(e) Add speech marks. 

(i) Have you seen my sheep? asked 

Bo Peep. 

(ii) No, I haven’t, replied the farmer, 

but I’ll help you look for them. 

2 Spelling 

(a) Underline the 

spelling mistake on 

each line of text and 

write the correction 

at the end of the line. 

3 Grammar 

(a) Write the three contractions used in 

the recount and the 2 words each is 

made from. 

Contraction 1st Word 2nd Word 


(b) Write these as contractions 

(i) we are 

(ii) could not 

(iii) I would 

(iv) will not 


Snake bites 

Read the procedure. 


steps to follow if a person is bitten by a snake: 

1. check for danger before helping the victim 

2. be aware of the following simtoms or sines: 

• headache • swetting • nausea 

• swelling • vomiting • double vision 

• reddening of the affected area 

3. rest and reassure the victim 

• payne or tightness in the chest 

4. apply a preshu bandage over the bitten area and around the lim if a bandage 

is unavailable use strips of material 

5. seek medical aid urgently 

symptoms can occur 15 minutes to two hours after the bite 

1 Punctuation 

(a) The procedure needs 8 capital letters 

at the beginning of sentences and 6 

full stops. Circle the colons used to 

show things in a list. 

2 Spelling 

(a) Six words are misspelt. Underline 

then write the correct spelling. 

3 Grammar 

(b) Circle 2 nouns (naming words) to do 

with the body and 2 ‘people’ nouns. 

(c) Write adjectives (describing words) 

from the text to match the nouns. 


Procedures use command verbs which 

tell what to do. 

(a) Write 6 command verbs from the text. 

(i) 

(ii) 

(iii) 

(iv) 

vision 

area 

bandage 

aid 

4 Vocabulary 

Synonyms are words which have nearly 

the same meaning as another word. 

(a) Write synonyms for: 

(i) aid 

(ii) symptom 

(iii) area 

(iv) seek 


GROUP COUNTING 

N 

Number 

1 2 3 4 5 6 7 8 9 10 

11 12 13 14 15 16 17 18 19 20 

21 22 23 24 25 26 27 28 29 30 

31 32 33 34 35 36 37 38 39 40 

41 42 43 44 45 46 47 48 49 50 

51 52 53 54 55 56 57 58 59 60 

61 62 63 64 65 66 67 68 69 70 

71 72 73 74 75 76 77 78 79 80 

81 82 83 84 85 86 87 88 89 90 

91 92 93 94 95 96 97 98 99 100 

2. Count in 4s from 0 to 100. 


4. Fill in the missing numbers. 

(a) 20, 25, , 35, , 45, , , 60, 65, 

(b) 30, 33, , 39, , 45, 48, , 54, , 

(c) 100, 90, , 70, , 50, , , , 10, 0 

(d) , 90, 85, , 75, , 65, 60, , , 45 

(e) 36, , 30, , 24, 21, , 15, 12, , 6, , 0 

(f) 80, 76, , 68, , 60, , , 48, 44, 

(g) 96, 88, , 72, , , 48, , 32, 24, , , 0 

CHALLENGE 

On the back of the sheet, count backwards from 100 to 0. 

1. Count in 2s from 0 to 100. You may wish to use 

the hundreds chart to help you. 


Objective 

Counts forwards and backwards in 2s, 3s, 4s, 5s, 8s and 10s. 


MULTIPLES 

N 

Number 

1. Using the hundreds chart … 

(a) Count in twos from 2 to 100 and circle 

the numbers. 

(b) Count in fours from 4 to 100 and put a 

cross on the numbers. 

(c) Count in eights from 8 to 100 and 

colour the numbers red. 

(d) Do you notice a pattern? yes 

If yes, what is it? 

2. (a) Circle the numbers which are multiples of 2. 

Complete the sentences. 

1 2 3 4 5 6 7 8 9 10 

11 12 13 14 15 16 17 18 19 20 

21 22 23 24 25 26 27 28 29 30 

31 32 33 34 35 36 37 38 39 40 

41 42 43 44 45 46 47 48 49 50 

51 52 53 54 55 56 57 58 59 60 

61 62 63 64 65 66 67 68 69 70 

71 72 73 74 75 76 77 78 79 80 

81 82 83 84 85 86 87 88 89 90 

91 92 93 94 95 96 97 98 99 100 

(a) All multiples of 2 end in , , , or . 

(b) Some multiples of 4 end in , , , or . 

(c) Some multiples of 8 end in , , , or . 

no 

12 75 124 407 510 998 

(b) Circle the numbers which are multiples of 4. 

20 36 54 80 95 104 

(c) Circle the numbers which are multiples of 8. 

3. Colour the correct answers. 

32 48 74 80 96 108 

(a) 12 20 28 44 60 These numbers are all multiples of 

(b) 16 32 40 56 64 These numbers are all multiples of 

(c) 6 12 16 22 32 These numbers are all multiples of 

CHALLENGE 


2 4 8 

2 4 8 

2 4 8 

Objective 

Recognises multiples of 2, 4 and 8. 


ADDING NUMBERS MENTALLY 

N 

Number 

1. Add one to each of these numbers. 

(a) 431 = (b) 307 = (c) 294 = (d) 163 = 

(e) 955 = (f) 782 = (g) 549 = (h) 860 = 

2. Add ten to each of these numbers. 

(a) 431 = (b) 307 = (c) 294 = (d) 163 = 

(e) 655 = (f) 782 = (g) 549 = (h) 860 = 

3. Add one hundred to each of these numbers. 

(a) 431 = (b) 307 = (c) 294 = (d) 163 = 

(e) 955 = (f) 782 = (g) 549 = (h) 860 = 

4. Complete these mental addition sums. 

(a) 293 + 3 = (b) 745 + 3 = (c) 402 + 5 = 

(d) 186 + 4 = (e) 517 + 5 = (f) 860 + 9 = 

(g) 725 + 8 = (h) 914 + 6 = (i) 345 + 7 = 

(j) 546 + 50 = (k) 382 + 10 = (l) 745 + 30 = 

(m) 124 + 30 = (n) 617 + 80 = (o) 263 + 20 = 

(p) 804 + 90 = (q) 481 + 20 = (r) 936 + 40 = 

(s) 595 + 300 = (t) 334 + 400 = (u) 125 + 800 = 


(v) 207 + 500 = (w) 890 + 100 = (x) 321 + 500 = 

(y) 384 + 400 = (z) 481 + 200 = 

CHALLENGE 

Use mental calculation to add the numbers in each cloud. 

5 

9 

8 

4 

10 

200 

50 

60 40 500 

100 300 

Objective 

Adds ones, tens and hundreds to three-digit numbers. 


UNITS OF MEASUREMENT 

M 

Measurement 

1. List all the length, mass and capacity units of measurement under their correct headings. 

metre (m) 

kilogram (kg) 

litre (L) 

centimetre (cm) 

Length Mass Capacity 

gram (g) 

millilitre (mL) 

CHALLENGE 

Add any other units of length, mass or capacity measurement to the list in Question 1. 

Write them in green. 

Objective 

kilometre (km) 

millimetre (mm) 

2. Use the names of the units above to complete 

these sentences about measuring. 

(a) You measure the length of your pencil in 

(b) You measure the capacity of a thimble in 

(c) You measure your weight in 

(d) You measure the height of a netball ring in 

(e) You measure the mass of a pen in 

(f) You measure the capacity of a bucket in 

(g) You measure the length of a motorway in 

. 

. 

. 

. 

. 

. 

. 

3. Draw arrows to match equivalent 

measurements. 

(a) 5 m 

7.8 m 

250 cm 250 mm 

7 m 80 cm 500 cm 

100 mm 2.5 m 

9.5 m 10 cm 

25 cm 9 m 50 cm 

(b) 1 kg 200 g 

(c) 2 L 

2 kg 500 g 

1.5 kg 1200 g 

2500 g 1500 g 


Uses vocabulary related to length, mass and capacity. 

4 L 

4000 mL 2600 mL 

2 L 600 mL 2000 mL 


MEASURING IN CENTIMETRES 

M 

Measurement 

1. Measure these different sized pencils to the nearest half centimetre and record the 

answers. (Start at the tip of each pencil.) 

(a) 

cm 

(b) 

cm 

(c) 

cm 

(d) 

cm 

(e) 

cm 

2. (a) Which pencil do you think is the newest? 

(b) Which pencil do you think is the oldest? 

(c) Order the pencils in centimetres, from shortest to longest. 

cm cm cm cm cm 

3. Use a ruler to draw lines measuring the following lengths. 

(a) 5 cm 

(b) 8 cm 

(c) 12 cm 

(d) 3.5 cm 

(e) 7.5 cm 


(f) 10.5 cm 

CHALLENGE 

Estimate and then measure the height of your desk using a tape measure. 

Estimate: between cm and cm Measure: cm 

Objective 

Measures, draws and orders length in centimetres. 


2-D SHAPES 

G 

Geometry 

1. Name and describe these 2-D shapes: 

triangle circle square pentagon hexagon octagon rectangle semi-circle 

(a) 

(b) 

(c) 

(d) 

(e) 

sides 

corners 

sides 

corners 

(f) 

sides 

corners 

sides 

corners 

sides 

corners 

2. Draw these shapes. 

(a) triangle (b) semi-circle (c) pentagon 

(g) 

sides 

corners 


(h) 

sides 

corners 

sides 

corners 

CHALLENGE 

On the back of this sheet, draw: 

(a) a square with 4 cm sides. 

(b) a rectangle with 3 cm and 5 cm sides. 

Objective 

Identifies, describes, names and draws 2-D shapes. 


DRAWING 2-D SHAPES 

G 

Geometry 

1. Trace and then use a ruler to copy these shapes. 

2. Read the description and then draw and name the shape. 

(a) 8 equal sides and 8 corners 

(b) a continuous curved line with no corners 

Name: 

(c) 4 equal sides and 4 corners with 

right angles 

Name: 

(d) 3 equal sides and 3 corners 


Name: 

Name: 

CHALLENGE 

On the back of the sheet, use your ruler to draw three different quadrilaterals. 

Objective 

Draws and names 2-D shapes. 


Plants and animals ~ Activity 2 

Parts of an insect 

Insects have many different shapes, colours and sizes. 

However, all insects have the same body parts. 

Cut and glue the body part names in the correct places. 




Design an insect 

Type of Insect 

Draw and label the materials you will use for 

each body part. 


Describe what this insect can do. 



Observing plants 

Choose a plant with flowers. Look at it carefully. 

Draw a picture and write words to describe each part of the plant. 




Different habitats 

A habitat is the place where plants and animals live. 

Decide which habitat the plants and animals below belong to. Colour 

them. Cut them out and place them in the correct box. 



WEEK 2 

ENGLISH 

Comprehension – The Wise Old Donkey..............................................29–31 

Comprehension – The Three Sillies......................................................32–34 

Grammar – Verbs.......................................................................................35 

Grammar – Command Verbs......................................................................36 

Writing – Recount, My Very Special Eighth Birthday............................37–39 

Editing Skills – Chocolate...........................................................................40 

Editing Skills – The Wind and the Sun........................................................41 

Editing Skills – Biscuit Recipe....................................................................42 

MATHEMATICS 

Number – Counting in 50s and 100s..........................................................43 

Number – Number Sequences and Rules..................................................44 

Number – Subtracting Numbers Mentally...................................................45 

Measurement – Metres, Centimetres and Millimetres................................46 

Measurement – Length Word Problems.....................................................47 

Geometry – Shapes and Positions.............................................................48 

Geometry – 3-D Shapes.............................................................................49 

SCIENCE 


Plants and Animals – Nocturnal Animals....................................................50 

Plants and Animals – Food for Plants and Animals....................................51 

Plants and Animals – Life Cycles and Seasons – 1....................................52 

Plants and Animals – Life Cycles and Seasons – 2....................................53 


The Wise Old Donkey – 1 

Text 

Read the folk tale. 

For thousands of years, donkeys have been of great help to people all over the 

world. This folk tale about a donkey comes from the Sioux people of North America. 

There once was a Sioux chief’s daughter who was one of a large family. She lived in 

a camp with her father and mother, brothers and grandmother. She also had aunts, 

uncles and cousins who lived a few days’ travel away. 

When the daughter grew up, she married a young man from another camp. Some 

time later, they had twin sons. There was a huge celebration in her father’s camp 

and elsewhere in their village. Everyone came to see the twins and congratulate 

her and her husband. 

When the twins were a few months old, the grandmother said the twins should be 

shown off to their other relatives. She made two saddlebags for the twins to travel 

in and put them over her favourite, elderly donkey’s back. 

‘This particular donkey is patient, sure-footed and trustworthy’, she said. ‘He will 

carry the twins in the saddlebags on his back.’ 

But the twins’ father didn’t agree. ‘My sons should ride on a young pony, not an old 

donkey!’ he exclaimed. ‘The donkey can carry our food, water, cooking utensils, 

tepee poles and tents.’ 

The donkey, however, did not like having this load on his back. He began to rear up, 

bray and kick until everything fell off. The grandmother explained that the donkey 

felt dishonoured he was carrying the provisions and not the precious twins. She 

put the twins in the saddlebags on the donkey and he stood calm and still once 

more. 

The camping party soon set off on their travels. The next 

day, as they were passing by some thick bushes, 

a band of thieves came upon them. A long battle 

took place and finally the thieves fled. The 

camping party prepared to leave once more 

but the donkey and the twins were nowhere 

to be seen. 


After searching desperately for hours, the 

group decided to return to their village to 

relate the terrible news. With much sorrow, 

they first went to the grandmother’s tepee. 

There stood the faithful donkey with two 

smiling, precious bundles in his saddlebags. 

My learning log When I read this folk tale, I could read: all of it. most of it. parts of it. 



Comprehension 

1. Where is the setting for this story? 

2. List these events in order from 1 to 4. 

(a) 

The grandmother made some saddlebags. 

(b) 

(c) 

(d) 

Twin boys were born. 

The camping party searched for the donkey 

and the twins. 

The donkey brayed and shook off the provisions. 

3. Use a dictionary to write the meaning of these words. 

(a) 

(b) 

provisions 

dishonoured 

4. Why was it important that the donkey was sure-footed? 

5. What does the phrase ‘two smiling, precious bundles’ refer to? 

6. (a) What did the grandmother and the twins’ father think about the donkey 

before the trip? 

(b) 

Grandmother 

Twins’ father 


What do you think the grandmother and the twins’ father would have 

thought about the donkey at the end of the story? 

Grandmother 

Twins’ father 






Word Reading 

1. Find and write a word from the story that is a synonym for these. 

(a) huge (b) party 

(c) journey (d) fight 

(e) frantically (f) retell 

2. Write the root word from which these words were made. 

(a) exclaimed (b) desperately 

(c) passing (d) celebration 

3. Read these sentences and correctly change the root word. 

(a) I am still (decide) what to order. 

(b) ‘You shouldn’t do that!’ (exclaim) the teacher. 

4. (a) Circle the prefix in this word. dishonoured 

(b) 

What does this prefix mean? 

5. Rewrite these words by adding the prefix ‘dis-’. 

(a) obey (b) loyal (c) agree 

(d) honest (e) appear (f) infect 

6. Use the ‘dis-’ words from question 5 to fill in the blanks. 

(a) The magician made the rabbit . 

(b) The salesperson took the woman’s money. 

(c) We need to the baby’s bottle. 


(d) The soldier gave away top-secret information. 

7. Tick which of the following ‘dis-’ words are not real words. 

(a) disclaim (b) disprecious 

(c) distrustworthy (d) disagree 


Colour: 

I understand / need more practice on synonyms. 

I can find / can’t find the roots of many words. 

I know / don’t know when to use the prefix ‘dis-’. 


The Three Sillies – 1 

Read the fairy tale. 

Text 

There once was a farmer and his wife who had a pretty daughter. A handsome young 

man had fallen in love with the daughter. He came to the farmhouse every evening to 

visit her and have supper. 

One evening, the daughter went to the cellar to fetch some things. As she was walking 

back, she looked up and noticed an axe stuck in one of the beams, covered in cobwebs. 

The daughter had an awful thought. 

‘Suppose I was to get married to my handsome man and we had a son’, she wondered. 

‘What if the axe was to fall as he passed by and kill him? How terrible that would be!’ 

She began to cry. Her parents came to see why she was upset. When she told them they 

too began to cry. When the man found out what was wrong, he laughed and pulled the 

axe out of the roof. He told them they were all very silly. The man said he would leave 

and only return if he could find three sillier things. Then he would come back and marry 

the daughter. 

After a few days, he came upon a house with grass growing on the roof. A woman was 

attempting to get her cow up a ladder to eat the grass. She finally managed to do so. 

Then she tied string around the cow, passed the string 

down the chimney and went inside and tied the 

end to her wrist. In that way, she would know if 

the cow fell off the roof. The cow did fall, which 

made the woman shoot up the chimney and get 

stuck halfway. The man pulled her out and told 

her it was a ridiculous thing to do. 

Next he came upon a group of villagers who were 

crowded around a pond with rakes and brooms in 

their hands. They told the man that the moon had fallen into the pond and they were 

trying to retrieve it. The man laughed and explained that it was a reflection. They didn’t 

believe him and kept raking. 

Later, the man stopped at an inn to spend the night. In the morning, he noticed a man 

had put his trousers over the knobs of a chest of drawers. He was running up and back 

across the room trying to jump into his trousers. The young man laughed loudly then 

showed the other man how to sit and put them on. 

So the young man kept his promise and went back to the farm to marry the farmer’s 

daughter. After all, she was no sillier than the others. 


My learning log When I read this fairy tale, I could read: all of it. most of it. parts of it. 



Comprehension 

1. (a) Why do you think the writer called the story The Three Sillies? 

(b) 

Write another suitable title. 

2. The daughter saw an axe in the ceiling. Explain if you think it had been there a 

short while or a long while. 

3. (a) The woman ‘shot up the chimney’. What does this mean? 

(b) 

Why did the woman shoot up the chimney? 

4. What would have been a sensible way to get the cow to eat the grass? 

5. Which silly person accepted advice from the young man? 


6. The man went back and married the daughter. 

Do you think they will live happily ever after? 







Word Reading 

1. Which word from the text is a homophone for each word below? 

(a) their (b) sum (c) sun 

(d) past (e) bee (f) sew 

(g) weigh (h) maid (i) in 

2. Underline the correct homophone in each sentence. 

(a) He went down into the wine ( cellar / seller ). 

(b) It was a beautiful, sunny ( morning / mourning ). 

(c) 

Do you know ( witch / which ) sandwich you want? 

(d) Look! I can ( see / sea ) the ( see / sea )! 

3. (a) Which word in paragraph 6 has the suffix ‘-ion’? 

(b) 

(c) 

(d) 

Use a dictionary to write the meaning of this word. 

What do you use to see your reflection? 

Add ‘-ion’ to the following words. 

act invent inject 

4. Say each word. Tick three words that have the same vowel sound. 

(a) crowded (b) trousers (c) young (d) around 

5. Write the following ‘ou’ words into the table according to their vowel sound. 

loudly would found house trousers touch 


‘ou’ like ‘young’ 

‘ou’ like ‘around’ 


Colour: 

I understand / need more practice on homophones. 

I know / don’t know when to use the suffix ‘-ion’. 

I can read / am not too sure about the different ‘ou’ sounds in words. 


Verbs 

Verbs are words which can show action, or tell about being or having. 

1. Read the limerick and underline the verbs. There are some which have 

more than one word. They are underlined. 

There once was a baker from Gid 

Who forgot to put on the lid. 

The stew rose so high 

It reached to the sky. 

The birds were so scared that they hid! 

2. Read the sentences and underline the verbs. 

(a) 

(b) 

(c) 

• Yesterday, we moved to our new house. 

• It is very exciting. 

• We had lots of suitcases in our car. 

• Dad drove all the way. 

• We will be at out new home soon. 

• My brother and I always have fun in the car. 

Which verbs show action? 

Which verbs show being? 

Which verbs show having? 

3. Complete the sentences by using the correct form of the verb ‘to be’ or 

the verb ‘to have’. 

(a) 


When we left our old house and friends, all the members of my 

family 

sad. 

(b) Deefer, our dog, was sad because he to travel in the 

back of the car with the suitcases. 

(c) I will very glad when we finally get to our new house. 

(d) I hope that I going to make new friends quickly. 


Command verbs 

1. Read the procedure for making goo. 

• Collect all the materials—a 500 g box of cornstarch, 1 1 / 2 

cups water, 

food colouring, a bowl. 

• Pour the cornstarch into the bowl. 

• Add the water. 

• Add about 15 drops of food colouring. 

• Mix the goo using your hands. 

2. Circle the words at the beginning of each sentence. These five words are 

all command verbs. 

A command verb is a word used to order, command or instruct. 

3. Write a command verb to complete each sentence. 

(a) ‘ your shoelaces’, said Mum. 

(b) ‘ that!’ yelled Dad. ‘You’ll hurt yourself.’ 

(c) ‘Don’t holes in the garden!’ said Barry to the cat. 

(d) ‘ your finished work on that pile!’ said the teacher. 

4. In the box below, write instructions for tying your shoelaces. Begin each 

instruction with a command verb. 


5. Check with your teacher to make sure that your instructions have the 

correct verbs, then say them to a classmate for him or her to follow. 


My very special eighth birthday 

Recount 1 

Yesterday was my eighth birthday. I had a birthday party at my house 

with Mum, Dad, Jeff and seven of my friends. Even Thomas, my labrador, 

was able to come! 

When Mum said I could have a party, I was really excited until she said I 

had to help plan and organise it. I thought I would be able to put on my 

favourite clothes and just be there! 

First, we had to decide what sort of party to have. I wanted a fancy 

dress party because I had a Spiderman ® costume to wear. But Mum 

said that some children may not have a costume and they were a lot of 

work to make! So we decided to have a ‘Come-as-you-like’ party to let 

everyone wear whatever they liked! 

Then, I had to write a list of friends to invite. I wanted to invite everyone! 

It was hard to cross out some of the names. I wrote the names on the 

invitations and helped to post them. 

Next, we had to write a menu. I wanted to have all my favourite foods, 

but Mum reminded me that some of the guests might not like the things 

that I did. So we wrote a list of different types of food. I even helped to 

make some. 

Finally, we made a list of games to play and I had to collect all the bits 

and pieces. (I found the tail for my donkey underneath my bed!) 

Soon, the big day arrived and everything was ready. The table of food 

looked very appetising. All the guests looked very smart and the games 

were ready. When the doorbell rang an hour after everyone had arrived, 

I didn’t pay any attention until 

my Nanna and Grandad 

who live in Spain walked 

into the room. 

‘Happy birthday’, said 

Nanna. ‘You did such a 

great job helping to get 

the party ready that we 

thought you deserved a 

special treat this year!’ 



Looking at recount 1 

Use the recount on page 15 to complete the page. 

1. Title 

(a) Write the title. 

SAM 

(b) 

Does this title clearly tell what the recount is about? Yes No 

(c) 

2. Orientation 

(a) , had a party 

When Who Where 

(a) 

Write another suitable title. 

Complete the sentences to tell, who, when, where and why. 

because 

Why 

(b) , , , 

Who Who Who Who 

3. Events 

and even 

Who 

(b) 

came to the party. 

List the four things which had to be organised and draw a picture to 

match. 


(c) 

(d) 

4. Conclusion 

What did Nanna say about why the boy having the birthday deserved a 

special treat? 


Recount plan 1 

1. Plan a recount about your own birthday party. 

Title 

Orientation 

Who, when, where, why 

Events 

What things happened? 


Conclusion 

What happened at the end? 

2. Write your recount. 3. Check your work. 


Chocolate 

Read the poem. 


choclat 

soft smoothe 

melts on the tung slowly 

comforting soothing and deliteful 

choclat 

1 Punctuation 

(a) The cinquain poem needs 5 capital 

letters at the beginning of the lines. 

Commas are usually placed between a list 

of words in a sentence. 

(b) Put in the 2 commas missing in the 

poem. 

2 Spelling 

(a) Underline the spelling mistake 

on each line of text and write the 

correction at the end of the line. 

3 Grammar 

Adverbs add descriptions to verbs. Often 

they end in ‘-ly’. 

(a) Write the adverb in the poem. 

(b) Add -ly to these words to make 

adverbs: 

(i) quick (ii) soft 

(iii) smooth (iv) sweet 

(v) loud (vi) firm 

Adjectives are words which describe a 

noun. 

(c) Write 4 adjectives used in the poem. 

(d) Write 3 different adjectives you would 

use to describe chocolate. 

4 Writing 

(a) Rewrite the text in sentences, using 

the original words. 


(vii) beautiful 

(viii) swift 


The wind and the sun 

Read the fable. 

the wind and the (sun/son) 

were having an argument 

‘i’m stronger than (ewe/you)’, 

announced the wind aggressively 

‘no, i’m stronger than you’, replied the 

sun (calmly/carmly) 

they agreed to have a contest to solve 

the argument 

a man was walking in the distance, 

(wrapped/rapt) in a thick, winter coat 

the sun suggested that whoever could 

make him remove his coat would be 

the winner of the contest the wind 

agreed to this idea and chose to try first 

he (blue/blew) with all his (mite/might) 

but the man held on to his coat more 

tightly than ever 

the sun smiled he began to shine, 

gently at first, then more strongly 

the man undid his coat as the sun 

continued to (beam/beem) at last, he 

took it off 

the moral of this 

fable is, the art 

of persuasion is 

greater than the 

strength of force 


1 Punctuation 

(a) The narrative needs 14 capital letters 

and 13 full stops. Circle the commas. 

(b) How many commas are there? 

Speech marks are put at the beginning 

and end of what is said by each person in 

a conversation. 

(c) Find the speech marks and underline 

the words spoken by the wind and the 

sun. 

2 Spelling 


3 Grammar 

An adverb describes a verb. 

(a) Write the adverb used in the text to 

describe these verbs. 

(i) announced 

(ii) replied 

(iii) held on 

(b) Choose an adverb to go with each of 

these verbs. 

(i) He growled 

(ii) We ate 

(iii) I shivered 


(iv) They laughed 

4 Vocabulary 

Synonyms are words with similar 

meanings which can be used in a piece of 

text to make it more interesting. The word 

‘said’ is often overused in writing. 

(a) In the text, underline 3 words which 

have been used instead of ‘said’. 


Biscuit recipe 

Read the procedure. 


Ingredients: 

• 1 cup desiccated coconut 

• 1 / 4 

cup golden syrup 

• 1 / 2 

tsp bicarbonate of soda 

• 1 tbsp boiling water 

• 1 cup plain flour 

• 1 cup rolled oats 

Equipment: 

• biscuit tin 

• large mixing bowl 

• sieve 

Steps: 

• heat oven to 180 ºC 

• 2 / 3 

cup sugar 

• 125 g butter 

• baking paper 

• small saucepan 

• spoons 

• line biscuit tin with baking paper 

• sieve flour and sugar into large bowl 

• add oats and coconut 

• make a well in the centre of the mixture 

• combine butter and syrup in saucepan 

• stir over low heat 

• remove from heat 

• dissolve bicarbonate of soda in water 

• add to butter mixture 

• add butter mixture to dry ingredients 

• mix to combine 

• roll one level tablespoon of mixture into 

a ball and repeat until all mixture is used 

• flatten balls slightly on tray 

• allow room for spreading 

• bake 20 minutes until just brown 

1 Punctuation 

(a) The procedure needs 16 capital 

letters and full stops. 

2 Spelling 

Homophones are words which have 

different meanings and spellings but 

sound the same. 

(a) Find homophones of these words. 

(i) 

(ii) 

(iii) 

(iv) 

flour 

plain 

roll 

to 

3 Grammar 

(a) Find and underline all the command 

verbs. 

4 Writing 

Procedures need to give clear, concise 

instructions. 

(a) Rewrite each instruction, leaving out 

all the unnecessary words, so it is 

the same as one of the steps in the 

procedure. 


(i) Turn on the oven and heat it up 

so that it reaches 180 ºC. 

(ii) Turn the gas on to low and put 

the saucepan on it. Then get 

the spoon and place it in the 

saucepan and stir the mixture. 


COUNTING IN 50s and 100s 

N 

Number 




4. Fill in the missing numbers. 

(a) 50, 60, , 80, , 100, 110, , , , 150 

(b) , 110, , 90, 80, , 60, , 40, 30, , 10 

(c) 0, , , 150, 200, , 300, , 400, 


(d) 900, , , 750, , , 600, , , 450, 400 

(e) 1500, 1600, , , 1900, , 2100, 2200, 

(f) 1500, , 1300, , 1100, , 900, , 700 

CHALLENGE 

On the back of this sheet, count backwards in 200s from 2000 to 0. 

Objective 

Counts on and back in 10s, 50s and 100s. 


NUMBER SEQUENCES AND RULES 

N 

Number 

1. Read the rule and complete the pattern. 

Rule 

Pattern 

(a) 

Counting in 4s from 80 to 100. 80, 84, 88, 

(b) 

(c) 

(d) 

(e) 

(f) 

2. Look at the pattern and write the rule. 

(a) 

(b) 

(c) 

(d) 

(e) 

Counting backwards in 100s from 

800 to 0. 

Counting in 8s from 40 to 120. 

Counting in 4s from 40 to 80. 


500 to 0. 


80 to 0. 

Rule 

Pattern 

1000, 900, 800, 700, 600, 500, 400, 300, 

200, 100, 0 

20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60 

80, 72, 64, 56, 48, 40, 32, 24, 16, 8, 0 


1000, 950, 900, 850, 800, 750, 700, 650, 

600 

50, 100, 150, 200, 250, 300, 350, 400, 450, 

500 

(f) 

64, 72, 80, 88, 96, 104, 112, 120, 128 

CHALLENGE 

Objectives 

Write your own rule for a number pattern and give it to a friend to see 

if he/she can work it out. 

• Identifies the rule used to create a number pattern. • Completes a number pattern by following a rule. 


SUBTRACTING NUMBERS MENTALLY 

N 

Number 

1. Subtract one from each of these numbers. 

(a) 431 = (b) 307 = (c) 294 = (d) 163 = 

(e) 955 = (f) 782 = (g) 549 = (h) 860 = 

2. Subtract ten from each of these numbers. 

(a) 431 = (b) 307 = (c) 294 = (d) 163 = 

(e) 955 = (f) 782 = (g) 549 = (h) 860 = 

3. Subtract one hundred from each of these numbers. 

(a) 431 = (b) 307 = (c) 294 = (d) 163 = 

(e) 955 = (f) 782 = (g) 549 = (h) 860 = 

4. Complete these mental subtraction sums. 

(a) 293 – 3 = (b) 745 – 4 = (c) 409 – 5 = 

(d) 186 – 4 = (e) 517 – 5 = (f) 860 – 9 = 

(g) 725 – 8 = (h) 914 – 6 = (i) 345 – 7 = 

(j) 576 – 50 = (k) 382 – 10 = (l) 745 – 30 = 

(m) 154 – 30 = (n) 697 – 80 = (o) 263 – 20 = 

(p) 804 – 90 = (q) 431 – 50 = (r) 936 – 40 = 

(s) 595 – 300 = (t) 634 – 400 = (u) 925 – 800 = 


(v) 707 – 500 = (w) 890 – 100 = (x) 721 – 500 = 

(y) 684 – 600 = (z) 481 – 200 = 

CHALLENGE 

Fred has 986 football stickers. 

Maria has 200 less. Maria has 

stickers. 

David has 60 less than Maria. David has 

Paula has 50 less than David. Paula has 

stickers. 

stickers. 

Objective 

Subtracts ones, tens and hundreds from three-digit numbers. 


METRES, CENTIMETRES AND MILLIMETRES 

M 

Measurement 

1. Complete the sentences using 10 or 100 . 

(a) There are millimetres in one centimetre. 

(b) There are centimetres in one metre. 

2. Tick to show the unit and measuring equipment you would use to measure the length of 

each object. 

mm cm m 

ruler 

metre 

stick 

mm cm m 

ruler 

metre 

stick 

mm cm m 

ruler 

metre 

stick 

mm cm m 

ruler 

metre 

stick 


mm cm m 

trundle 

wheel 

trundle 

wheel 

trundle 

wheel 

trundle 

wheel 

ruler 

metre 

stick 

trundle 

wheel 

CHALLENGE 

On the back of this sheet, list three things you would measure in: 

(a) millimetres (b) centimetres (c) metres. 

Objectives • Knows relationships between units of length. 

• Suggests suitable units and measuring equipment to measure length. 


LENGTH WORD PROBLEMS 

M 

Measurement 

1. Solve these word problems and show your calculations. 

Problem 

Solution 

(a) Max has four pencils in his 

pencil case. The pencils measure 

18 cm, 15 cm, 11 cm and 8 cm. 

If Max placed his pencils end to 

end, how far would his pencils 

stretch? 

(b) There were six fleas in the flea 

circus. Their heights were 1 mm, 

2 mm, 3 mm, 4 mm, 5 mm and 

6 mm. 

If they stood on top of each 

other, how tall would they be in 

total? 

(c) Kasim swam 75 metres on 

Tuesday and 150 metres on 

Friday. 

How much further did he swim 

on Friday? 

(d) Max’s dad does a lot of driving 

each week. He drives Max 

3 km to school each day, he 

then continues onto work for a 

further 21 km each way. 

How far does Max’s dad travel 

each week? 


(e) Julie is 25 cm taller than her 

brother Jim. 

Jim is 120 cm tall. How tall is 

Julie? 

CHALLENGE 

Write a length problem of your own for a friend to solve. 

Objective 

Solves word problems using lengths. 


SHAPES AND POSITIONS 

G 

Geometry 

1. Colour the shape or shapes you can see on these objects. 

2. Draw what 2-D shape you would see if you made a cross-section (cut them in half) in 

these 3-D shapes. 


CHALLENGE 

On the back of this sheet, draw the two shapes you would find on a pentagonal prism. 

Objective 

Identifies 2-D shapes found in 3-D shapes. 


3-D SHAPES 

G 

Geometry 

1. Name and describe these 3-D shapes. 

cube triangular prism pentagonal prism 

triangular-based pyramid square-based pyramid rectangular prism 

2. Trace to draw a cube. 


CHALLENGE 

Look around the classroom and name three places or objects where a cube can be found. 

(a) (b) (c) 

Objective 

Names and describes 3-D shapes using terms such as edges, vertices and faces. 



Nocturnal animals 

Colour the animals that are nocturnal. 

What is a nocturnal animal? 


Bats have a special way of getting around in the dark. 

Explain how they travel at night. 



Food for plants and animals 

Food and water are very important for people to live and grow. 

What do these plants and animals need to live and grow? 

Plants 

Animals 


How are people, plants and animals the same? 


Plants and animals – Activity 10 

Life cycles and seasons – 1 

Complete the missing parts of the cycle and colour 

the illustrations. 

Nature changes from season to season. Match the description to 

the season. 

(a) Leaves change colour, dry and fall to the ground. • • spring 

(b) Trees in full bloom. • • winter 

(c) Buds appear, flowers bloom and birds build their nests. • • summer 

(d) No seeds sprouting, trees are bare. • • autumn 


Draw a tree for each of these seasons. 

Spring Autumn Winter 


Plants and animals – Activity 11 

Life cycles and seasons – 2 

Complete the missing parts of the life cycle and colour 

the illustrations. 

Some animals change their behaviour depending on the season. In 

which season do the following happen? 

(a) Birds fly to where the 

weather is warmer and food 

is more available. 

(a) 

(b) Animals shed fur or skin 

to lower 

body temperature. 

What does ‘hibernate’ mean? 

(c) Animals hibernate, 

lowering body temperature 

and slowing their 

heartbeat. 


(b) 

Why do you think animals lower their body temperature and 

slow their heartbeat during hibernation? 


WEEK 3 

ENGLISH 

Comprehension – Wonderful Wales and Spectacular Scotland...........55–57 

Comprehension – Wonderful Welsh Cakes..........................................58–60 

Grammar – Adjectives..........................................................................61–62 

Writing – Procedure, Marvellous Milkshake..........................................63–65 

Editing Skills – Alaskan Holiday..................................................................66 

Editing Skills – Pet Parade.........................................................................67 

Editing Skills – The Gecko..........................................................................68 

MATHEMATICS 

Number – Hundreds, Tens and Ones.........................................................69 

Number – Place Value................................................................................70 

Number – Expanded Column Addition.......................................................71 

Number – Column Addition with Trading.....................................................72 

Measurement – Grams and Kilograms.......................................................73 

Measurement – Mass Measurements........................................................74 

Geometry – Comparing Shapes.................................................................75 

Geometry – Prisms.....................................................................................76 

SCIENCE 


Light – Making Shadows............................................................................77 

Light – Shadow Clock.................................................................................78 

Light – Sun Facts........................................................................................79 


Wonderful Wales and Spectacular Scotland – 1 

Text 

Read the information in the retrieval chart. 

Wales’ location 

North-west Europe. Part of the United Kingdom. 

Bordered by England to the east. 

Scotland’s location 

North-west Europe. Part of the United Kingdom. 

Bordered by England to the south. 

Wales 

Scotland 

Size 

Close to 80 000 square 

Close to 21 000 square 

kilometres. Includes nearly 800 

kilometres 

islands. 

Population 3.1 million 5.3 million 

Capital city Cardiff (largest city) 

Edinburgh (largest city is 

Glasgow) 

Mostly mountainous. 

Cambrian Mountains 

Mountainous regions in the north. 

Many lakes, cold water rivers 

spread over central and and streams. Central lowlands 

Physical 

northern Wales. Many rivers, where most people live. Southern 

features 

streams and lakes. Hills and Uplands has hills and wide green 

moorland. Steep coastal 

cliffs. Wide sandy beaches. 

valleys. Mixture of exposed rocky 

shorelines and sheltered ones. 

National flag 

National 

symbols 

Other 

interesting 

facts 

Red dragon 

on a green 

and white 

field. 

The leek and daffodil are 

national plants. Welsh harp is 

national instrument. Dragon 

is national animal. 

Many castles across Wales. 

Called ‘Land of Song’ as 

known for harpists, male 

choirs and solo singers. 

National Day is St David’s 

Day on 1 March. 

Northern 

Ireland 

Republic 

of 

Ireland 

White cross 

on blue 

background. 

Scotland 

Wales 

England 

Thistle is national flower. 

Bagpipes are national instrument. 

Unicorn is national animal. 


Many castles across Scotland. 

Known for Highlanders wearing 

traditional tartan kilts and 

highland dancing. National 

Day is St Andrew’s Day on 30 

November. 

My learning log When I read this chart, I could read: all of it. most of it. parts of it. 


Wonderful Wales and 

Spectacular Scotland – 2 

Comprehension 

1. Tick the correct country. 

(a) Larger country: Wales Scotland 

(b) Smaller population: Wales Scotland 

2. Find a word in the text to match each definition. 

(a) 

(b) 

open areas of damp, wild land 

checked or striped patterned material 

3. Find a photograph of each country’s flag and use the correct shades to colour 

the flags on page 29. 

4. Name the headings under which you would find the following information. 

(a) 

(b) 

(c) 

the landforms of each country 

where each country is found 

number of people who live in each country 

5. Why has the writer presented the text in a table with headings? 

6. Is the title of the text a fact or opinion? 

7. List one similarity and one difference between the physical features of both 

countries. 

Similarity 

Difference 


8. Would you be likely to see an actual dragon or unicorn in Wales or Scotland? 

Yes No Explain your answer. 





Wonderful Wales and 

Spectacular Scotland – 3 

Word Reading 

1. (a) In the word ‘kilometres’, what does the prefix ‘kilo-’ mean? 

(b) 

Look in a dictionary. Write other words with the prefix ‘kilo-’. 

2. Add the suffix ‘-al’ or ‘-ous’ to these root words, to change the nouns to 

adjectives. 

(a) nation (b) mountain (c) coast (d) tradition 

(e) danger (f) magic (g) poison (h) courage 

3. In the facts about Scotland in the Physical features section, 

find a word to match each definition. 

(a) 

(b) 

unprotected from the weather 

protected from the weather 

4. Find a word from the text that is an antonym for these words. 

(a) west (b) north (c) south-east 

(d) southern (e) smallest (f) narrow 

(g) female (h) night (i) hot 

5. Find a word from the text that is a synonym for these words. 

(a) near (b) biggest (c) lots 

(d) broad (e) areas (f) cool 


(g) variety (h) individual (i) historic 

6. Circle the words that have a ‘k’ sound like ‘kitten’. 

castle chorus cold Cardiff machine beaches 

choir kilometres echo chef character cheese 


Colour: 

I understand / need more practice on synonyms and antonyms. 

I know / don’t know when to use the suffixes ‘-al’ and ‘-ous’. 

I can read / am not too sure about the different ‘k’ sounds in words. 


Wonderful Welsh Cakes – 1 

Read the recipe. 

Have you ever eaten a Welsh cake? These delicious little cakes originated in Wales. 

They are flavoured with dried fruit and spice and cooked on a flat, heavy griddle. 

Welsh cakes are also known as Bakestones in Wales as they are traditionally cooked 

on a bake stone over a fire. 

Ingredients 

• 2 cups self-raising flour 

• 1 ⁄2 cup butter 

• 1 ⁄2 cup sugar 

• 2 ⁄3 cup sultanas 

• 1 large egg (beaten) 

• pinch cinnamon 

• extra butter for greasing 

• extra sugar for dusting 

Method 

1. Sieve flour into mixing bowl. 

2. Add butter and rub it into flour with fingers. 

3. Add sugar and cinnamon and use spatula to mix in. 

4. Make a well in centre. Add beaten egg and sultanas. 

5. Mix to make a firm dough. 

Equipment 

6. Roll out the dough until it is about 1 1 ⁄2 cm thick. 

7. Cut into rounds. (Makes about 12.) 

• measuring cups 

• sieve 

• fork to beat egg 

• large mixing bowl 

• spatula 

• rolling pin 

• fluted cutter 

• griddle plate 


8. Lightly grease griddle and place it over direct heat. 

9. Cook Welsh cakes for about 4 minutes on both sides until golden. 

10. Dust with sugar while still warm. Eat and enjoy! 

Note: Instead of dusting with sugar, cakes can be served with butter and jam. 

Text 

My learning log When I read this recipe, I could read: all of it. most of it. parts of it. 


Wonderful Welsh Cakes – 2 

Comprehension 

1. (a) Do you think the writer likes Welsh cakes? 

Yes 

No 

(b) 

Why do you think this? 

2. Explain why Welsh cakes are sometimes called Bakestones. 

3. A fluted cutter is one that has a edge. 

straight grooved pointy 

4. Why is the ‘Method’ section of a recipe written in steps? 

5. Write the number and step this illustration shows. 

6. Tick which happens first in the recipe. 

(a) A well is made in the mixture. 

(b) 

(c) 

The dough is rolled out. 


Sugar and cinnamon are added. 

7. What do you think would happen if the griddle wasn’t greased? 

8. What is the main idea of the ‘Note’ at the end of the recipe? 





Wonderful Welsh Cakes — 3 

Word Reading 

1. Write the root word from which these words were made. 

(a) lightly (b) flavoured (c) fluted 

(d) originated (e) beaten (f) greasing 

(g) eaten (h) cooked (i) traditionally 

(j) raising (k) dusting (l) served 

(m) mixing (n) rolling (o) measuring 

2. Add the suffix ‘-ly’ to these root words to change the adjectives to adverbs. 

(a) light (b) traditional (c) firm 

(d) thick (e) warm (f) wonderful 

3. The word ‘heavy’ ends in ‘-vy’. The suffix ‘-ly’ is added in a different way. 

How is the adverb for ‘heavy’ written? 

4. Write each adjective and adverb in a sentence. 

(a) 

(b) 

warm 

warmly 

light 

lightly 

5. If you are Welsh, it means you come from Wales. Write the name of the country 

these people are from. 


(a) English (b) Irish 

(c) Scottish (d) Spanish 

(e) Danish (f) Swedish 


Colour: 

I understand / need more practice on root words. 

I know / don’t know when to use the suffix ‘-ly’. 

I can read / am not too sure about adjectives and adverbs in sentences. 


Adjectives – 1 

Adjectives are describing words. 

The story below has adjectives that help to make it more interesting 

and clearer for the reader. Read the story and answer the questions 

below to help you find some of the adjectives. 

A visit from Planet Pogo 

As my brother and I were doing our homework, we heard a loud noise. We 

rushed outside and couldn’t believe our eyes. A spaceship had landed! It was 

silver and it had black blobs all over it. As we walked towards it, a door opened 

and an alien stepped out. 

‘Greetings Earthlings’, the alien said. ‘My name is Zogo. 

I am from the planet Pogo. I have dropped in to wash my 

dirty spaceship. It went through a dust storm and came out 

with black blobs all over it.’ 

‘Hi Zogo’, I replied. ‘I’m Dane and this is Matt. We’ll help you to wash it.’ 

I fetched a large bucket, old cloths and the green garden hose. In no time, 

Zogo had a shiny, silver spaceship. After thanking us, he soon zoomed off into 

outer space. 

1. As you answer the questions, highlight the adjectives used. 

(a) What kind of noise did the boys hear? a noise 

(b) 

What colour was the spaceship when it first arrived? 

(c) What made it dirty? a storm 

(d) What did they use to clean it? a bucket, 

cloths and the hose 


(e) What did it look like afterwards? a , spaceship. 

2. Write adjectives next to the body parts to describe what you think the 

alien might have looked like. 

(a) eyes (b) hair 

(c) arms (d) ears 

(e) legs (f) body 

3. Draw your alien on the back of this sheet. 


Adjectives – 2 

An adjective is a describing word. It is important to 

choose the correct words to describe something. 

1. Choose the best adjectives from the box to 

describe the things below. You can choose 

more than one word. 

crunchy wide tall curly 

shiny fierce orange striped 

long old kind young 

(a) 

(b) 

(c) 

(d) 

(e) 

carrot 

tiger 

hair 

truck 

lady 

2. Draw something that matches these adjectives. 

dangerous quick greyish 


I have drawn . 

3. Choose adjectives to complete the sentences. Try to make them more 

interesting. 

(a) I walked slowly along the road that led to the 

farmhouse. 

(b) The giant had a voice. 

(c) We bought two apples and a 

watermelon. 


Marvellous milkshake 

Procedure 1 

Make a chocolate milkshake. 

You will need: 

• 2 cups milk 

• 1 scoop vanilla ice-cream 

• 1 egg 

• 1 tablespoon malt 

• blender 

• straw 

• tablespoon 

Test: 

• 3 tablespoons chocolate syrup 

• glass 

• cup 

• ice-cream scoop 

Steps: 

1. Pour milk into blender. 

2. Add ice-cream, egg, malt and chocolate syrup. 

3. Blend mixture on high until milkshake is thick. 

4. Pour into glass. 

5. Drink with straw. 

6. Keep any leftover milkshake 

in fridge. 


Check if the instructions were followed 

and the milkshake tasted good. 


Use the procedure on page 27 to complete the page. 

1. Title 

Looking at procedure 1 

2. Goal 

3. Needs 

(a) 

(b) 

4. Steps 

(a) 

(b) 

List three ingredients you need. 

Draw and label three items of equipment you need. 

How many steps are there? 

List the first word of each step. 

(c) These words are called . 

(d) 

Cross out the words that have been added to each step. 

(i) 

(ii) 

1. Pour the milk into the blender. 

2. Add the ice-cream, the egg, the malt and the chocolate syrup. 

(iii) 4. Pour into a glass. 

The words you have crossed out are not needed in a procedure. 

5. Test 

How would you know 

if the procedure worked? 



1. Plan a procedure for making a milkshake 

the way you like it, or for a different kind of drink. 

Title 

Procedure plan 1 

Goal 

What do you want to do? 

Needs 

Steps 

How will you make it? Put your steps in order. 


Test 

How would you know 

if your procedure worked? 

2. Check your work. 


Alaskan holiday 

Read the recount. 


dear carol 

my (holiday/holaday) (two/too/to) alaska 

was fantastic i’ll tell you about it 

after the long flight from london, we 

landed in vancouver where a bus 

transferred us to (hour/our) cruise ship 

it took ages to get (threw/through) 

customs and immigration, but 

finally we were on (board/bored) we 

explored the ship and found the pools 

restaurants the gym and places (wear/ 

where) you could get free hamburgers 

hot dogs pizza and ice-creams 

1 Punctuation 

(a) The recount needs 16 capital letters, 9 

full stops and 4 commas (in lists). 

(b) Which contraction is used in 

the letter? 

(c) What is it a contraction of? 

and 

Proper nouns need capital letters. 

(d) Write the 5 proper nouns used in the 

recount. 

we visited an interesting 

port every (second/ 

sekond) day we 

anchored next 

to a glacier 

for a (hole/ 

whole) 

day and 

watched the 

ice breaking (off/of) it was really loud 

please (write/right) and tell me about 

your holiday 

(your/you’re) friend jill 

3 Grammar 

Recounts are usually written in the 

past tense. 

(a) Circle any 6 past tense verbs. 

(b) Change these 2 present tense verbs 

into the past tense. 

(i) tell 

(ii) write 

(c) Write the 2 words used in each of 

these contractions. 


(i) she’ll and 

(ii) didn’t and 

(iii) I’d and 

(iv) don’t and 

2 Spelling 


4 Writing 

There are 4 paragraphs in the letter 

(a) Which paragraph describes 

the places the ship visited? 


Pet parade 

Read the narrative. 

‘it’s time for the pet parade’, Mrs 

Sindle said to her class ‘if your pet is 

still outside, you had better bring it 

into the classroom now’ 


Speech marks are put at the beginning 

and end of what is said by each person in 

a conversation. 

(b) Using a different colour for each 

person, underline the words spoken 

by Mrs Sindle and Phillip. 

Phillip put up his hand 

‘yes, Phillip, what’s (rong/wrong)’ 

‘Mrs Sindle, I think I’d better leave 

my pet outside he (wood/would) fight 

all the other pets—and probably eat 

them, too’ 

‘heavens what sort of pet is it, Phillip’ 

‘it’s a long-nosed, long-tailed, shortlegged, 

hairless terrier’, said Phillip, 

very proudly 

‘i don’t think I’ve ever (heard/herd) of 

that animal (befour/before)’, said Mrs 

Sindle ‘does it have another name’ 

‘oh, yes, Mrs Sindle in Africa, (where/ 

wear) it comes from, they call it a 

crocodile’ 

2 Spelling 

(a) Circle the correct word in each 

bracket. 

3 Grammar 

An apostrophe is used in place of missing 

letters in contractions. 

(a) Find the 5 contractions in the text and 

write them after the two words. 

(i) I had 

(iii) do not 

(v) what is 

(ii) it is 

(iv) I have 

(b) Write the adjectives Phillip uses to 

describe his pet. 

4 Vocabulary 

(a) Choose a better word to replace the 

word ‘said’ each time it appears in the 

text. 


1 Punctuation 

(a) The narrative needs 11 capital letters 

for the beginning of sentences, 8 

full stops, 3 question marks and 2 

exclamation marks. 

(b) Find words used in the text with the 

opposite meaning to these words. 

(i) inside 

(ii) goes 

(iii) after 


The gecko 

Read the description. 


a gecko is a tipe of lizard geckos are found all 

around the world geckos are diffrent from other 

lizards thay have large pads on their feet these 

pads help them to hold on when climing they 

have large eyes witch do not have eyelids they 

can use their tungs to lick their eyes clean their 

bodys are covered in soft skin with tiny scales 

sum are as small as 5 cm and others grow up to 

30 cm in lenth geckos are nocturnal and 

like to feed on insecs 

1 Punctuation 

(a) The description needs 10 missing 

capital letters and 10 full stops. 

2 Spelling 

(a) Underline the spelling mistake 

on each line of text and write the 

correction at the end of the line. 

3 Grammar 

An adjective describes a noun. 

(a) Write adjectives from the text to 

match these nouns: 

(i) 

Contractions are words made by joining 

two words and shortening them by taking 

out letters and adding an apostrophe. 

(c) Write the contraction for: 

(i) do not 

(ii) they have 

4 Vocabulary 

Compound words are smaller words 

joined to make larger words. ‘Eyelid’ is 

made by joining the words ‘eye’ and ‘lid’ 

together. 


pads 

(a) In the box below, write compound 

words that start with ‘eye’. 

(ii) 

(iii) 

(iv) 

eyes 

skin 

scales 

(b) Circle 2 other words which describe 

geckos. 


HUNDREDS, TENS AND ONES 

N 

Number 

1. Write the number. 

(a) Two tens and three ones = 

(b) Five tens and eight ones = 

(c) One hundred, eight tens and zero ones = 

(d) Four hundreds, two tens and seven ones = 

(e) Seven hundreds, one ten and six ones = 

2. Write these numbers as hundreds, tens and ones. 

(a) 52 = tens and ones 

(b) 80 = tens and ones 

(c) 160 = hundred, tens and ones 

(d) 458 = hundreds, tens and ones 

(e) 715 = hundreds, ten and ones 

(f) 902 = hundreds, tens and ones 

3. Draw these numbers using place value blocks. 

(a) 


(b) 

381 295 

CHALLENGE 

Decide how many tens you would need to show each of these numbers. 

(a) 60 (b) 120 (c) 190 (d) 240 

Objective 

Knows what each digit in 2- and 3-digit numbers represents. 


PLACE VALUE – 1 

N 

Number 

1. Write the numbers represented by these place value blocks. The first one is done for you. 

(a) 

(b) 

(c) 

(d) 

2. Represent these numbers by drawing the place value blocks. The first one is done for you. 

(a) 

(b) 

(c) 


(d) 

CHALLENGE On the back of this sheet, represent these numbers by 

drawing trees for hundreds, sticks for tens and stones for ones. 

(a) 315 (b) 174 (c) 609 (d) 28 (e) 260 

Objective 

Identifies what each digit represents in a three-digit number. 


EXPANDED COLUMN ADDITION 

N 

Number 

1. Use expanded column addition to solve these sums. 

Example: 

37 

+ 15 

12 (Add the ones: 7 + 5) 

40 (Add the tens: 30 + 10) 

52 (Add the two answers: 12 + 40) 

(a) 3 4 (b) 4 9 

+ 2 7 + 1 6 

(c) 5 3 (d) 6 7 (e) 3 9 (f) 6 3 

+ 4 1 + 2 9 + 4 3 + 7 5 

2. Use expanded column addition to solve these sums. 

Example: 

235 

+ 412 

7 (Add the ones: 5 + 2) 

40 (Add the tens: 30 + 10) 

600 (Add the hundreds: 200 + 400) 

647 (Add the three answers: 7 + 40 + 600) 

(a) 3 4 6 (b) 4 1 2 

+ 2 5 1 + 2 7 9 

(c) 5 2 0 (d) 5 8 9 (e) 3 9 7 (f) 3 2 4 


+ 2 9 8 + 3 0 5 + 5 2 4 + 4 1 8 

CHALLENGE Solve these addition sums on the back of the sheet. 

(a) 73 + 25 (b) 93 + 68 (c) 284 + 507 

Objective 

Solves addition sums using expanded column addition. 


COLUMN ADDITION WITH TRADING – 1 

N 

Number 

When two numbers add up to more than 

10, we need to trade the 10 ones for 1 ten 

and write it in the tens column. Look at the 

example. 

8 + 6 = 14, so the 10 from the 

number 14 is traded into the 

tens column and added with 

the tens. 

1. Add these numbers and remember to trade. 


CHALLENGE 

On the back of this sheet, set these addition sums out vertically and solve them. 

(a) 632 + 228 (b) 456 + 317 (c) 946 + 439 (d) 867 + 523 

Objective 

Uses written methods to solve addition problems involving trading. 


GRAMS AND KILOGRAMS 

There are 1000 grams in 1 kilogram. 

1. Order the weight of these foods from lightest to heaviest. 

M 

Measurement 

g, g, g, kg, kg, kg, kg, 

kg 

2. Tick to show the unit and measuring equipment you would use to measure the mass of 

each object. 

CHALLENGE 

List three things you would measure in: 

(a) grams 

(b) kilograms 

grams 

kitchen or 

balance scales 

grams 

kitchen or 



grams 

kitchen or 


kilograms 

bathroom 

scales 

kilograms 

bathroom 

scales 

kilograms 

bathroom 

scales 

Objectives 

• Knows relationships between units of mass. 

• Suggests suitable units and measuring equipment to measure mass. 


MASS MEASUREMENTS 

M 

Measurement 

1. There are 1000 grams in 1 kilogram, so: 

(a) There are grams in ½ kilogram. 

(b) There are grams in 2 kilograms. 

(c) 250 grams equals kilogram. 

(d) 5000 grams equals kilograms. 

2. Write the weight shown on these kitchen scales. 

(a) (b) (c) (d) 

g g g g 

3. Solve these word problems and show your calculations. 

Problem 

(a) Sam is going to make 2 cakes, 1 loaf and 

1 dozen biscuits. He needs 250 g of flour 

for each cake, 275 g for the loaf and 

175 g for the biscuits. How much flour 

does he need altogether? 

(b) Poochy the poodle weighed 40 kg. The vet 

put him on a strict diet. He lost 3 kg, 4 kg 

and 2 kg each month over three months. 

What is Poochy’s weight now? 

4. Write these measurements in kilograms and grams. 

(a) 3.250 kg = 3 kg 250 g (b) 6.405 kg = kg g 

(c) 8.995 kg = kg g (d) 4.780 kg = kg g 

CHALLENGE 

Estimate and then measure the weight of a dictionary using balance scales 

and weights. 

¼ 

5 

Solution 

500 

2000 


Estimate: 

Actual mass: 

Objective 

Measures, adds and subtracts mass. 


COMPARING SHAPES 

M 

Measurement 

1. Draw lines to match the shape name with the shape and the description. 

(a) hexagonal prism • • 12 edges, 8 vertices and 6 

square faces 

(b) rectangular prism • • 18 edges, 12 vertices, 6 

rectangular faces and 2 

hexagonal faces 

(c) triangular prism • • 12 edges, 8 vertices and 6 

rectangular faces 

(d) cube • • 8 edges, 5 vertices and 5 

faces 

(e) square-based pyramid • • 9 edges, 6 vertices, 2 

triangular faces and 3 

rectangular faces 

2. Write the similarities and differences between the two shapes. 


CHALLENGE 

On the back of this sheet, write down the similarities and differences between a cylinder 

and a cone. 

Objectives • Identifies a 3-D shape from geometric clues. 

• Describes the similarities and differences between 3-D shapes. 


PRISMS 

There are different types of prisms. Each is named according to 

its 2-D shape, which can be found on each end. 

G 

Geometry 

1. Draw lines to match the name with the prism and the 2-D shape 

which can be found on each end. 

(a) 

(b) 

(c) 

(d) 

(e) 

pentagonal prism 

rectangular prism 

triangular prism 

octagonal prism 

hexagonal prism 

2. Name these prisms. Look at the 2-D shape on each end to help you. 


octagon 

hexagon 

rectangle 

triangle 

pentagon 

(a) (b) (c) 

CHALLENGE 

Describe a triangular prism. 

How many faces? edges? vertices? 

Objective Identifies/Describes prisms and their corresponding 2-D shapes. 


Light ~ Activity 1 

Draw a picture to show 

how you made the smallest 

shadow. 

Making shadows 

Draw a picture to show 

how you made the biggest 

shadow. 

(a) 

Does your 

shadow 

always 

touch you? 

(b) 


Write an explanation of how to make a shadow. 

General statement about shadows. 

Step-by-step explanation on how to make a shadow. 


A sentence to finish your explanation. 



Shadow clock 

Follow the directions to make a shadow clock. 


• a piece of cardboard (30 cm x 50 cm) 

• a pencil 

• modelling clay 

• marker pen 

• compass (for direction) 

Morning 

W 

Afternoon 

E 

In the morning face your shadow clock towards 

the west. In the afternoon face your shadow clock 

towards the east as shown in the diagrams. 

(a) Was your clock successful? 

Attach the pencil to one end of the cardboard 

with the modelling clay. 

Use a clock or watch and a marker to mark off on 

the cardboard where the sun hits each hour. 

(b) What changes would you make to your clock? 


What are the problems with a shadow clock? 



Sun facts 

Read the information in the suns. Use the key to colour the suns, showing the heading 

each one belongs to. 

Sun Facts – Red 

Sun as our Friend – Yellow 

Protection from the Sun – Green Sun as our Enemy – Blue 

It would take a 

million Earths to fill 

the sun. 

Too much sunlight 

can cause eye 

problems. 

The sun is150 

million kilometres 

away. 

It provides solar 

energy. This type of 

energy is very clean. 

Approved sunglasses 

block 99 to 100% 

of the sun’s harmful 

ultraviolet rays. 

Too much sun causes 

wrinkles, freckles, 

burning and skin 

cancer. 

The sun spins around 

once every 27 days. 

(Earth spins once every 

24 hours.) 

Sunscreen provides 

some shelter from 

harmful rays from the 

sun. 

It makes our garden 

healthy. Plants make 

their food from the light 

from the sun. 

It makes 

rainbows. 

It creates the tides 

in the oceans and 

rivers (with the 

moon’s help). 

It helps us tell 

the time of day. 


It creates the seasons. 

There would be no rain 

without the sun. It keeps 

us warm. 

Try to stay out of the 

sun between10 a.m. 

and 3 p.m. 

Wearing widebrimmed 

hats and 

long-sleeved tops is 

also helpful. 


WEEK 4 

ENGLISH 

Comprehension – Ferocious Dragons..................................................81–83 

Comprehension – Life Cycle of a Sunflower.........................................84–86 

Grammar – Comparing Things...................................................................87 

Grammar – Adverbs...................................................................................88 

Writing – Report, The Dragonfly...........................................................89–91 

Editing Skills – Fish for Classroom Pets.....................................................92 

Editing Skills – The Egg and the Bottle Experiment...................................93 

Editing Skills – Explorer's Diary..................................................................94 

MATHEMATICS 

Number – Place Value................................................................................95 

Number – Representing Numbers..............................................................96 

Number – Column Addition with Trading.....................................................97 

Number – Subtracting with Trading.............................................................98 

Measurement – Litres.................................................................................99 

Measurement – Litres and Millilitres.........................................................100 

Geometry – What Am I?........................................................................... 101 

Geometry – 3-D Shapes and Pictures......................................................102 

SCIENCE 


Sound – Sound.........................................................................................103 

Sound – Making Sounds..........................................................................104 

Heat – Heat ..............................................................................................105 


Ferocious Dragons – 1 

Read the poem. 

Dragons are ferocious creatures 

Who dwell in dark and dreary caves 

If you want to visit one 

You must be extremely brave! 

These towering, terrifying animals 

Hatch from gigantic, stony eggs 

That are as long as one metre 

About the length of one man’s leg! 

Their eyes are red and slanted 

Their forked tongues flicker like snakes 

The roar they emit from their mouth 

Makes the surrounding earth shake! 

Dragons have scales like lizards 

Massive wings so they fly like bats 

Tails that stretch like serpents 

Gruesome claws much sharper than cats! 


Dragons breathe out fire 

In such a powerful blast 

That anything in its path 

Would certainly not last! 

If you should discover 

That a dragon is living near you 

Be sure to keep your distance 

I’m sure you’d agree too! 

Text 

My learning log When I read this poem, I could read: all of it. most of it. parts of it. 



Comprehension 

1. Which lines rhyme in each verse of Ferocious Dragons? 

(a) first and third (b) second and fourth (c) first and last 

2. Write a word from the poem that matches each definition. 

The verse in which it is found is in the brackets. 

(a) fierce and cruel (1) 

(b) causing feelings of horror (3) 

(c) to send or give out (4) 

3. In verse 2, what do ‘towering, terrifying animals’ refer to? 

4. What is the main idea of verse 5? 

5. A simile compares one thing with another. Match these similes. 

Dragons have: (a) wings like • • lizards 

(b) scales like • • serpents 

(c) tails like • • bats 

6. (a) Does the writer of the poem believe dragons are real? 

Yes 

(b) Explain your answer. 

(c) 


What do you think about dragons? 

No 

7. Choose your favourite verse from the poem. Practise reading it out loud using 

expression in your voice and actions to match the words. Perform to a small 

group or the class. 






Word Reading 

1. The word ‘creature’ is used in the poem. The syllables in ‘creature’ 

are crea/ture. 

Divide these words into two syllables. 

Write the syllables beside each word. 

nature 

future 

mixture 

picture 

Divide these words into three syllables. 

Write the syllables beside each word. 

furniture 

departure 

adventure 

signature 

2. Read these sentences and fill in the missing ‘-ture’ words. 

(a) My dad bought a new sofa in the shop. 

(b) The talented artist drew an amazing in his sketchpad. 

(c) The plane’s was delayed because of fog. 

3. Find words in the poem that mean the same as the following. 

(a) release (b) live 

(c) dull and colourless (d) enormous 

4. The words ‘there’/‘their’/‘they’re’ are homophones. Write each one in a 

sentence. The sentence should have something to do with dragons. 

(a) 

(b) 

(c) 

there 

their 

they’re 

(d) Write the correct words in this sentence. parents are 


waiting over and not very happy. 

5. The words ‘breathe’ and ‘breath’ are near-homophones. Write them in the 

correct sentences. 

(a) The dragon’s was extremely smelly. 

(b) A dragon can fire out of its mouth. 


Colour: 

I understand / need more practice on syllables. 

I can read / can’t read words ending in ‘-ture’. 

I know / don’t know the difference between there/their/they’re. 


Life Cycle of a Sunflower – 1 

Read the explanation in the flow chart. 

Have you seen sunflowers growing in a garden? These lovely plants have large 

flower heads with bright yellow petals. It is a pleasure to look at sunflowers. 

Sunflowers look as if they are smiling at you! During growth, sunflowers tilt during 

the day to face the sun. Here is some information about their life cycle. 

First, a sunflower 

seed falls to the 

ground. It will start 

to develop when the 

weather is warm 

and the soil 

is damp. 

This is called 

germination. 

The petals and leaves 

fall off as the flowers 

die. Seeds will begin to 

form inside each flower. 

A root develops and grows 

down into the ground. It holds 

the plant in place. The 

root allows the plant 

to grow by taking 

in water and 

nutrients from 

the soil. 

The leaves appear. 

They make the nutrients 

the plant requires to 

continue growing. It does this 

by using sunlight, water and 

the carbon dioxide it gets from 

the air. This process is called 

photosynthesis. 

Flowers begin to develop. 

These contain pollen and ova. 

In the future, they will combine 

to produce seeds which will 

eventually germinate and grow 

into new plants. Sunflowers are 

fully grown in about three months. 

If you need to measure them, they 

can grow up to three metres tall. 

A small shoot 

appears above the 

soil. Then the stem 

begins to grow. It 

carries 

water and 

nutrients 

from the root 

to the plant. 


Did you know that sunflower seeds are very good for you as they are full of nutrients 

such as Vitamin E? Oil is extracted from the seeds too and used in cooking. Have 

you tasted crunchy sunflower seeds? 

My learning log When I read this explanation, I could read: all of it. most of it. parts of it. 

84 Learn from Home Workbook 3 978-1-912760-63-3 www.prim-ed.com Prim-Ed Publishing 

Text


Comprehension 

1. Use a dictionary to write a definition for each word. 

(a) 

(b) 

(c) 

nutrients 

pollen 

ova 

(d) 

extracted 

2. The author has used a flow chart as the main part of the explanation. How 

does this help the reader to understand the life cycle? 

3. Number these parts of the life cycle in the correct order. 

(a) The leaves start growing. (b) The sunflower is fully grown. 

(c) A seed germinates. (d) The root develops. 

4. What do you think would happen if you planted some 

sunflower seeds and the weather stayed cool and dry? 

5. What is similar about a sunflower’s roots and stem? 

6. (a) Do you think the author likes sunflowers? 

(b) 


Yes 


No 

7. Write an interesting fact you learnt about sunflowers. 






Word Reading 

1. Reread the explanation text and underline any words that end in ‘-sure’. Write 

them here. 

2. Read these words that end in ‘-sure’. 

treasure pressure pleasure measure enclosure 

3. Write the missing ‘-sure’ words into these sentences. 

(a) It was a great to help organise the birthday party. 

(b) The pirates found on the deserted island. 

(c) The tigers were in a secure at the zoo. 

(d) Dad checked the of the car tyres. 

(e) Our teacher asked us to the length of the piece of string. 

4. Reread the explanation text and underline any words that end in ‘-tion’. Write 

them here. 

5. Read these words that end in ‘-tion’. Divide them into syllables. Write the 

syllables beside the word. 

injection 

action 

invention 

fiction 

pollution 

nation 

station 

solution 


6. Find a word from the text that is a synonym for these. 

(a) wet (b) dazzling 

(c) hot (d) grinning 

(e) starts (f) over 


Colour: 

I can read / can’t read words ending in ‘-sure’. 

I can read / can’t read words ending in ‘-tion’. 

I know / don’t know the synonyms of the words on this page. 


Comparing things 

When we compare two or more things we sometimes 

add er or est to a word. 

For example: 

A kitten is small. 

A mouse is smaller. 

An ant is the smallest. 

1. Read the report about the weather. Circle the describing 

words that compare. 

Monday was a wet day. There were deep puddles 

everywhere. The sky was dark and the wind was cold. 

Wednesday was a wetter day. The puddles had become deeper. The sky was 

even darker and the wind was colder. 

Saturday was the wettest day. The puddles were the 

deepest they had been. The sky was the darkest it 

had been all week and the wind was the coldest. 

2. Answer the questions about the weather. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

Which day was wet? 

Which day was wetter? 

Which was the wettest day? 

When had the puddles become deeper? 

When was the sky the darkest? 

When was the wind the coldest? 

3. Use the words given to complete the sentences. You will have to add er or 

est to some of them. 

(a) 


shiny 

My dad has a car but Uncle Dan’s is . 

(b) 

curly, brown 

Jade has , hair. Lisa’s hair is 

and . But Hayley’s hair is the and the 

. 


Adverbs 

1. (a) Read the sentences and the words in the boxes. 

I slip into murky water. (How?) easily 

I glide from place to place. (How?) silently 

I float near the top of the water. (How?) 

dangerously 

I pretend I’m a log. (How?) cleverly 

I wait for my dinner. (How?) patiently 

I leap out of the water. (How?) suddenly 

I snap my jaws. (How?) powerfully 

I grab my dinner. (How?) hungrily 

I eat it. (How?) greedily 

Words that tell us how things happen are called adverbs. 

(b) Choose three of the shorter sentences to write. Use the adverbs in your 

sentences. 

2. Choose an adverb from the box to tell how you do these things. 

sadly poorly politely loudly happily softly 

badly strongly regularly beautifully neatly well 


(a) I swim . (b) I smile . 

(c) I speak . (d) I play ball games . 

(e) I yell . (f) I draw . 

3. Write some things you wish you could do perfectly. 


Report 1 

The dragonfly 

The dragonfly is a flying insect. It gets its name from its wings and body 

shape—it looks like a tiny flying dragon. 

Like all insects, it has three main body parts—the head, the thorax 

and the abdomen. On the head are two large eyes which allow the 

dragonfly to see very well. Two pairs of large wings and three pairs of 

legs are attached to the thorax. A dragonfly flies very fast and skillfully. It 

can fly backwards, loop-the-loop and hover. The abdomen is long and 

thin and contains the gut and male or female parts. 

A dragonfly is often brightly coloured. Its body may be blue, red or 

green with white, yellow or black markings. 

It is most likely to be seen near water. A dragonfly lays its eggs in or 

around damp places such as ponds, lakes, swamps and rivers. Some 

even lay their eggs in rain puddles. 

An adult dragonfly uses its strong jaws and sharp teeth for crunching 

and eating other flying insects such as mosquitoes, midges, butterflies 

and moths. Its enemies are birds, frogs, spiders and larger dragonflies. 

The biggest dragonfly can have a wingspan of about 16 cm. The 

smallest can be less than 2 cm. 

Although the dragonfly has a scary sounding name, it does not bite or 

sting people. I like the way its colours glisten in the sunlight as it hovers 

over the water. 



Use the report on page 39 to complete the page. 

1. Title 

Looking at report 1 

2. Classification 

What is it? 

3. Description 

(a) 

(b) 

(c) 

How many paragraphs make up the description? 

What does the dragonfly look like? 

Where do you find it? 

(d) What does it eat? (e) What does it do? 

(f) What are some other interesting facts? 

4. Conclusion 


Answer the questions about the ending. 

(a) 

(b) 

Does a dragonfly bite or sting people? 

What does the writer like about the dragonfly? 


Report plan 1 

1. Plan a report about an animal. 

Title 

Classification 

Description 

What does it look like? 

Where do you find it? 

What does it eat? 

What does it do? 

What are some other interesting facts? 


Conclusion 

What do think about it? 

2. Check your work. 


Fish for classroom pets 

Read the discussion. 


mrs hunter girls and boys I believe that we must chose 

fish as our classe pets 

fish are beautiful and very relaxing to watch there 

silent and they won’t stop us for hearing mrs hunter 

or eech other 

fish are easy to look after we wood only need to clean 

their tank every few weaks and to remember to feed 

them once a day the weekends woodn’t be a problem 

they could stay in the classroom and we could by some 

off that slow release fish food 

another good argument is cost i know wear we can 

borrow a tank and a pump we’d only need to by the 

fish and a little bit of fish food they do’nt eat much 

pleese support me by voting FISH 1 in our class pet ballot 

1 Punctuation 

(a) The discussion needs 12 capital 

letters for sentence beginnings, 3 

more for proper nouns and 12 full 

stops. 

(b) Add 2 commas in the first line. 

2 Spelling 

(a) Find the misspelt word in each line 

and write it correctly at the end of the 

line. 

3 Grammar 

Discussion texts are usually written in 

the present tense. 

(a) Write any 2 present tense verbs from 

the text. 

(b) (i) Underline 3 contractions. 

(ii) List the contractions with the two 

words they are made from. 

contraction word word 


4 Vocabulary 

(a) Circle 2 compound words. 

(b) Write a compound word using: 

(i) room 

(ii) side 


The egg and bottle experiment 

Read the procedure and explanation. 


• a hard-boiled egg without the shell 

• a bottle with a neck slightly smaller 

then the egg 

• a peice of paper 

• a match 

Method: 

1. chek the egg will sit firmly in the 

neck of the bottle 

2. tear the paper into stripes and put 

them into the bottle 

3. light the paper by dropping a 

berning match into the bottle 

4. Quickly sit the egg in the neck of 

the bottle you will see the egg 

being sucked into the bottle with a 

gurgle and a pop 

How it works 

as the paper berns it uses up all the 

oxygen in the air the egg has sealed 

the neck of the bottle so no more air 

can get inside this reduces the air 

pressure inside the bottel and the 

egg is sucked in in fact the outside air 

pressa pushes the egg into the bottle 


1 Punctuation 

(a) Find 9 missing capital letters, 7 full 

stops and 2 exclamation marks. 

(b) 2 commas are missing from the ‘How 

it works’ section. 

(c) Circle the 2 colons used to show 

things in a list. 

2 Spelling 

(a) 8 words are misspelt. Underline them 

then write the correct spelling. 

3 Grammar 

Command verbs are used in procedures 

to tell you what to do. 

(a) Write the 5 command verbs from the 

‘Method’ section. 

When we use adjectives to compare 

different things, the ending of the adjective 

often changes; e.g. small, smaller, smallest. 

(b) Fill in the gaps in the table. 


describes 

itself 

tall 

quick 

high 

compares 

with one 

other 

taller 

compares 

with many 

others 

quickest 


Explorer’s diary 

Read this recount in the form of a diary. 


sunday 14 march 

this morning we left the river and traveld inland we made our 

way through the razor sharp twigs and brambls and arrived at 

a clearing at dusk we made camp here 

tuesday 16 march 

we left camp yesterday with 8 natives we spent (too/two/to) 

days trying to get (threw/through/though) the jungle to the 

river ... by sunset we could (hear/here) the splash of a wortufall 

wednesday 17 march 

at sunlight we left camp and followed the sound 

of the waterfall there it was we had found the famous circular 

lake we slept (by/buy) the lake with the native gides 

1 Punctuation 

(a) The recount needs 9 capital letters at 

the beginning of sentences, 6 capital 

letters for proper nouns, 8 full stops, 1 

exclamation mark and 1 comma in the 

last entry. 

2 Spelling 

(a) Circle the correct word in each 

bracket. 

(b) Four different words are misspelt. 

Write the correct spelling. 

3 Grammar 

Verbs in the future tense often use the 

word ‘will’. 

(b) Change these verbs from past tense 

to future tense: 

(i) left 

(ii) arrived 

(iii) spent 

(iv) followed 


Pronouns may be used in place of a noun. 

In the text, ‘it’ is used to mean the 

circular lake. 

(a) The pronoun ‘we’ is used 

times in the text. 

4 Vocabulary 

Shortened forms can be used for words 

and for groups of words; e.g. Sun. 

(Sunday), PO (Post Office), kg (kilograms). 

(a) Write these in full. 

(i) Feb. 

(ii) cm 

(iii) UK 


PLACE VALUE – 2 

N 

Number 

1. State the place value of the number underlined. The first one is done for you. 

312 – 3 hundreds (e) 45 – 

(a) 572 – (f) 609 – 

(b) 148 – (g) 780 – 

(c) 924 – (h) 591 – 

(d) 38 – (i) 253 – 

2. Write the numbers in expanded form; e.g. 526 = 5 hundreds + 2 tens + 6 ones. 

(a) 714 

(b) 945 

(c) 79 

(d) 208 

(e) 630 

(f) 841 

3. Write the numbers as numerals; e.g. 7 hundreds + 0 tens + 6 ones = 706. 

(a) 7 tens + 4 ones = 

(b) 3 hundreds + 9 tens + 2 ones = 

(c) 9 hundreds + 5 tens + 1 one = 

(d) 1 hundred + 9 tens + 0 ones = 

CHALLENGE 


List six numbers between 200 and 300 on the back of this sheet and write them in 

expanded form. 

Objectives 

• Identifies what each digit represents in a three-digit number. • Partitions into HTU. 


REPRESENTING NUMBERS 

N 

Number 

1. Write these numbers in expanded form; e.g. 749 = 700 + 40 + 9. 

(a) 82 = (b) 175 = 

(c) 926 = (d) 351 = 

(e) 486 = (f) 290 = 

2. Write the numbers represented on each abacus. 

(a) (b) (c) 

(d) (e) (f) 

3. Represent the number on each abacus. 

(a) 159 (b) 93 (c) 267 

(d) 403 (e) 815 (f) 729 


CHALLENGE Show these numbers on an abacus. 

(a) Your age 

(b) The number of children in your class 

(c) Your house number 

(d) The number of children in your school 

Objectives 

• Identifies what each digit represents in a three-digit number. • Partitions into HTU. 


COLUMN ADDITION WITH TRADING – 2 

N 

Number 

1. Add these 3-digit numbers. Remember to start in the ones column. For some of them, 

you may need to trade 10 ones for 1 ten, or 10 tens for 1 hundred. 

2. Add these 3-digit numbers. 

e.g. 348 

+ 270 

(a) 249 

+ 135 

(b) 152 

+ 175 


618 

(c) 360 

+ 180 

(d) 239 

+ 226 

(e) 485 

+ 348 

(f) 674 

+ 168 

(g) 539 

+ 379 

CHALLENGE On the back of this sheet, set these sums out vertically and solve them. 

Remember, you may need to trade. 

(a) 257 + 118 (b) 596 + 217 (c) 494 + 265 (d) 397 + 245 

Objective 

Uses written methods to solve addition problems involving trading. 


SUBTRACTING WITH TRADING – 1 

N 

Number 

When subtracting with two or more digits, if 

the top number is smaller than the bottom 

number, we need to trade a ten from the tens 

column and place it in the ones column. Look 

at the example, 52 – 28. 

2 – 8 cannot be done. So the ones column borrows a 

ten (or 10 ones) from the tens column to become 

12 – 8 = 4 (we can now do this sum). The tens 

column has now become 4 – 2 = 2 

1. Subtract these numbers and remember to trade. 


CHALLENGE 

On the back of this sheet, set these subtraction problems out vertically and solve them. 

(a) 775 - 148 (b) 850 - 327 (c) 946 - 619 (d) 367 - 139 

Objective 

Uses written methods to solve subtraction problems involving trading. 


LITRES 

1. Estimate and then measure how many 

cups of water it takes to fill a 1-litre jug. 

M 

Measurement 

2. Find the actual containers shown below. 

Estimate and measure how many of the 

containers it takes to fill a 1-litre jug. 

3. Order these containers from 1 to 5 — 1 

being the least capacity and 5 being the 

greatest capacity. 


CHALLENGE 

Estimate and measure how many litres of water it would take to fill a bucket. 

Estimate: 

Objectives • Makes sensible estimates of capacity. 

Measure: 

• Orders containers according to estimates of capacity. 


LITRES AND MILLILITRES 

M 

Measurement 

There are 1000 millilitres in 1 litre. 

1. Order the capacity of these containers from the smallest to the largest. 

2. Tick to show the unit and measuring equipment you would use to measure the capacity 

of each container. 

CHALLENGE 

List three containers you would measure the capacity of in: 

(a) millilitres 

millilitres 

100 mL 

beaker 

millilitres 

100 mL 

beaker 

millilitres 

litres 

1 litre 

jug 

litres 

1 litre 

jug 

litres 


100 mL 

beaker 

1 litre 

jug 

(b) litres 

Objectives 

• Knows relationships between units of capacity. 

• Suggests suitable units and measuring equipment to measure capacity. 


WHAT AM I? 

G 

Geometry 

1. Match the clue to the shape/object by colouring them the same colour. 

(a) I am 3-dimensional with 

12 edges, 8 vertices and 

6 square faces. 

(c) I am 3-dimensional with 

8 edges, 5 vertices and 5 

faces. 

(e) I am 3-dimensional with 

15 edges, 10 vertices 

and 7 faces. My faces 

are 5 rectangles and 2 

pentagons. 

CHALLENGE 

Write your own ‘What am I?’ for a 3-D shape of your choice. 

I am 

(b) I am 3-dimensional 

with 12 edges, 

8 vertices and 6 

rectangular faces. 

(d) I am 3-dimensional 

with 9 edges, 6 vertices 

and 5 faces. The 

faces on each end are 

triangles. 

(f) I am 3-dimensional and 

can be stacked. I have a 

circle at each end and a 

rolled-up rectangle in 

the middle. 


Objective 

Identifies 3-D shapes from geometric clues. 


3-D SHAPES AND PICTURES 

G 

Geometry 

1. Trace and then draw these 3-D shapes. 

2. Use the above 3-D shapes to draw a house 

made up of a cube and a square pyramid. 

3. Identify and colour the different 3-D 

shapes in the picture. 


How many … 

rectangular prisms? 

cylinders? 

pyramids? 

cones? 

CHALLENGE 

On the back of this sheet, draw your own robot made from different 3-D shapes. 

Objective Recognises 3-D shapes in different orientations. 


Sound ~ Activity 1 

Sound 

Sound 

Circle six things in the picture that can make a sound. 

Colour words to describe the sounds these objects make. 

Describe how each instrument makes a sound. 

drum 

(b) 

(a) 


maracas 

(c) 

guitar 


Sound ~ Activity 2 

Use different materials to make a 

musical instrument. 

Making sounds 

(c) Describe the sound your 

instrument made. 

Draw your instrument. 

What materials did you use? 

(a) Does your instrument make 

a sound? 

(b) How did you make a sound 

with your instrument? 

Rate your instrument on a scale 

of 1 to 10 (10 being the best.) 

Describe how you could 

improve your instrument. 



Heat ~ Activity 1 

Describe how you felt after jogging on the spot. 

Heat 

There are many ways to produce heat. 

• Colour the box RED if the item produces heat naturally. 

• Colour the box YELLOW if the item has been made by humans to 

produce heat. 

oven fire humans electric heater 

sun light bulbs microwave hairdryer 

Draw a plan of your house. Mark on the plan where the appliances 

that produce heat are located. 


Why should we be careful around objects that produce heat?

W8490PR-Learn from Home Workbook 3

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