Start of Year Learning
Stage 3
Embedded Files
Weekly Prayer
Weekly Prayer
Religious Education
Religious Education
Reflection!
Reflection!
Welcome back to a new school year. In Stage 3 we are all called to be leaders. We don't need a special badge to be a leader. We can be a leader with every good choice that we make. Watch this video about Blessed Carlos Acutis. He is one of the Church's newest saints and was a leader to his friends and even his family. Learn how Blessed Carlos Acutis lived the virtues everyday especially the virtue of moderation (also known as temperance).
As we begin a new school year, we need to take time to stop and reflect and look ahead. Read the following reflection questions and pick one from each category to write about:
Gratitude:
What am I most thankful for as I begin the new year?
What am I excited about this year?
Which person or relationship am I most thankful for? Why?
Challenge:
How will I be a leader this year?
Where do I need to practice the virtue of moderation?
How can I spend more time with Jesus this year?
Activities:
Choose a saint and create a way to explain to a friend or family member how that saint was a leader. Could that saint be a patron saint for you this year? A patron saint is a saint in heaven who prays for you. Make a bookmark with that Saint's name to remind you to ask for their prayers.
Blessed Carlos Acutis loved playing soccer and computer programming. He used these passions of his to be a witness to God's love (show God's love to others). What are you passionate about? How can you be a witness to God's love through that passion? Create a plan to do this.
What do you need to balance in your life? Think about how much time you spend on each activity every day. What things do you need to spend less time on and what do you need to spend more time on? Make a timetable to help you balance your time.
Literacy
Literacy
Hello and welcome back to school!
This week we will be reflecting on ourselves and our endless potential... anything is possible!
"Potential is a priceless treasure, like gold. All of us have gold hidden within, but we have to dig to get it out.”
Joyce Meyer
You will need
You will need
Lead Pencil
Paper
Colour Pencils
Slideshow (below)
CraftSupplies
Numeracy
Numeracy
Task 1
Task 1
Mathematics Syllabus Outcome:
Mathematics Syllabus Outcome:
MA3-8NA
analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane.
Learning Intention:
Learning Intention:
We are learning about how to make and represent patterns.
You will need
You will need
Pencil
Paper
Activity
Activity
Patterning:
Create a pattern for bathroom tiles using at least two different shaped tiles.
Image source: Pixabay
Questions to support my thinking
Questions to support my thinking
What do you notice?
Record your pattern and label it.
Use the pattern blocks to help you.
How could you describe your pattern to a tiler?
For Parents
For Parents
Notice whether your child started the pattern at the centre or at one end. Talk about what changes in each of these types of patterns.
Task 2
Task 2
Mathematics Syllabus Outcome:
Mathematics Syllabus Outcome:
MA3-15MG:
manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties.
Learning Intention:
Learning Intention:
We are learning about the properties and features of 2D shapes.
Activity
Activity
Paper Folding:
How many 4 sided shapes can you make by folding an A4 sheet of paper?
Image source: Pixabay
Questions to support my thinking
Questions to support my thinking
How are the shapes that you have made the same? How are they different?
What about 5, 6 or 7 sided shapes?
Draw and label the shapes that you have made.
Which shapes have right angles?
For Parents
For Parents
If you have a protractor at home, you could practice measuring angles inside the shapes with your child.
Task 3
Task 3
Mathematics Syllabus Outcome:
Mathematics Syllabus Outcome:
MA3-9MG
selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length.
Learning Intention:
Learning Intention:
We are learning about calculating lengths.
Activity
Activity
Measuring Length:
How tall is your entire family?
Image source: Pixabay
Questions to support my thinking
Questions to support my thinking
If you were to lay each person in your family end to end, how long would this be?
Estimate the answer and then check.
Record your measurements in 2 different ways.
For Parents
For Parents
Encourage your child to make a reasonable estimate. Maybe everyone in the family could make an estimate with the closest person “winning”.
Task 4
Task 4
Mathematics Syllabus Outcome:
Mathematics Syllabus Outcome:
MA3-7NA
compares, orders and calculates with fractions, decimals and percentages.
Learning Intention:
Learning Intention:
We are learning about making and ordering fractions .
Activity
Activity
Card Games:
Shuffle a deck of cards and place in a pile.
Draw two cards and make a fraction- placing one card as the numerator and one card as the denominator.
Keep drawing 2 cards to make another fraction.
Arrange your fractions in order.
Image source: Pixabay
Questions to support my thinking
Questions to support my thinking
If you draw ⅔ and ⅘ how might you work out which is smaller?
Listen to your child’s reasoning. You may wish to cut some strips of A4 paper to fold into each fraction to “prove it”
Task 5
Task 5
Mathematics Syllabus Outcome:
Mathematics Syllabus Outcome:
MA3-7NA
compares, orders and calculates with fractions, decimals and percentages.
Learning Intention:
Learning Intention:
We are learning about finding fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals.
Activity
Activity
Tiling:
Fred lays tiles. He has a big 1 metre by 1 metre square tile for Sue’s new kitchen floor.
But he breaks it as he is putting it down.
Fred can’t replace the tile but he finds four square tiles to fill the space of the big one.
He lays three of these tiles perfectly but as he is putting the last one in place he breaks it.
Fred can’t replace these new smaller tiles, so, in the hole where the broken one should have gone, he lays four even smaller tiles.
He lays three of these tiles perfectly but as he is putting the last one in place he breaks it.
This happens another two times.
What was the size of the last tile that Fred breaks?
How big would the last whole tile be if Fred had broken 10 tiles?
Explain your thinking.
Image source: Pixabay
Questions to support my thinking
Questions to support my thinking
What did his first tile look like? How do you know?
What did the second one look like? How big was it?
How big would the last whole tile be if Fred had broken 100 tiles?
Brain Break
Brain Break
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