Day 3

Welcome to Day 3 of the Otter pack!

To complete today's activities, you will need:

pencils

a workbook or paper

various equipment for mini Olympics

During today's activities, you might see the icons below:

look

listen

speak

write

explore

reflect

Acknowledgement of Country

look
listen

Watch and listen to the Acknowledgement of Country.


We acknowledge the traditional custodians of the Land and pay respect to the Elders past, present and emerging. We would also like to extend that respect to other Aboriginal people.

Acknowledgement of Country – Macdonald Valley Public School

Duration: 1:23

English

Vocabulary – unquestionably

look

Watch and listen to the video.

Vocabulary – unquestionably
Duration: 3:43

explore

Word investigation – Decidedly

Drag and drop the correct information into the word investigation chart.

Hint! Select the blue 'Check' button to see if you are correct.

Reading and writing – The Lorax

look

Watch and listen to the video.

'The Lorax' by Dr Seuss
Duration: 18:25

look

Watch the video and then have a go.

The Lorax – think aloud and PEEL
Duration: 4:58

explore

Use the PEEL structure to create one argument for the topic you are passionate about.


Hint! Select the blue 'Copy' button to copy to text into another document.

PEEL – Point, Explain, Example and Link

look

Example of what a good PEEL looks like (select the arrow)

Example of a PEEL structure

Heading PEEL = The Swomee-Swan There is a two column table with four rows. The four rows are labelled point, evidence, explanation, link. Each row has the following text: Point - It is quite obvious that the horrible smog and smoke produce by the Thnead factory is greatly impacting the Swomee-Swans. Evidence - This is illustrated by the fact that the Swomee-Swans no longer sing and they have fallen critically ill from the poisonous smoke and smog that the factory creates. Explanation - Because of the air pollution that the disastrous factory generates, the Swomee-Swans must flee their homes to find a place where they can breathe and sweetly sing again. Link - It is clear that the Thnead factory must stop the destruction of the environment if the native animals are to survive. In the bottom right hand corner is an image of a sick bird-like creature.

Writing – The four types of sentences

You will need:

pencils

paper

look

Watch the video and complete the activity.

The four types of sentences

Duration: 1:05

explore

Read the sentences and select the type of sentence it is.


Hint! Select the blue 'Check' button to see if you are correct.

The Lorax – types of sentences

look

Watch the video and complete the activity.

Writing persuasive starts
Duration: 3:22

write

Using a topic that you are passionate about, write the four different types of sentences to grab your audience's attention. Remember to write a:

  • statement

  • question

  • exclamation

  • command.

look

What a good PEEL looks like (select the arrow)

  • Statement: The production of the Thnead destroys the environment.

  • Question: Can we afford to let the animals perrish?

  • Command: Stop the logging of the Truffula Trees now!

  • Exclamation: The destruction of the precious Truffula Trees is a disgrace!

Mini break

Exploring our world – Virtual excursion

look

Watch and listen to the video.

Mission Biosecurity – Best beekeeping

Duration: 1:41

Mathematics

Warm up – Factor circles

You will need:

Pencils

coloured pencils

Workbook

a workbook or paper

look

View the number circles below.

  • What relationship can you see between the 3 numbers in each circle?

  • Why do you think one of the numbers is circled?

  • Record your response. If you can, explain your thinking to someone at home.

Number circles

A large circle with a small circle that sits within the large circle. The digits 4 and 3 sit inside the large circle. The digit 12 sits inside a smaller circle. A large circle with a small circle that sits within the large circle. The digits 7 and 5 sit inside the large circle. The digit 35 sits inside a smaller circle. A large circle with a small circle that sits within the large circle. The digits 8 and 3 sit inside the large circle. The digit 24 sits inside a smaller circle.
write

View the missing number circles below.

  • Use the relationships (or patterns) you discovered above to fill in the missing numbers below.

Missing number circles

A large circle with a small circle that sits within the large circle. The digits 4 and ? sit inside the large circle. The digit 16 sits inside a smaller circle. A large circle with a small circle that sits within the large circle. The digits 7 and ? sit inside the large circle. The digit 28 sits inside a smaller circle. A large circle with a small circle that sits within the large circle. The digits 4 and sit inside the large circle. The digit 32 sits inside a smaller circle.

Multiplication grids

You will need:

Pencils

coloured pencils

Workbook

a workbook or paper

Multiplication grids
(Word doc, 144KB) (optional)

write

Choose one of the multiplication grids and fill in the blanks.

Hint! You can download and print a copy of the multiplication grids (Word doc, 144 KB) or draw the grid in your workbook.

Multiplication grids

Swipe or click through the images.

Remainder riddles

look

Watch and listen to the video.

Remainder riddles

Duration: 1:58

look

Watch the video and then complete the activity.

Remainder riddles – your turn

Duration: 3:29

explore

  • Create your own remainder riddle for the number 30, using the Polypad below.

  • Don’t forget to label each array, provide a number sentence and use colour to show the remainder.

Hint! Re-watch the video if you forget any of the steps.

Polypad – Remainder riddles

Hint! View an image of the remainder riddle for 24 that we discovered in the video (select arrow)

A 9 x 2 array coloured blue and labeled, with a 1 x 3 array attached and coloured red. The number sentence 24 divided by 9 = 2 remainder 6 sits below.

Sharing lollies

You will need:

Pencils

coloured pencils

Workbook

a workbook or paper

blocks or counters (optional)

write

Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. Just as they had finished sharing them, their friends Kishan, Hayley and Paul came along. They wanted some lollies too, so the children shared them out again between all of them. This time they had two lollies left over.


  • How many lollies could there have been in the bag?

Adapted from Nrich

Would you like a tip?

  • How many children are there altogether when they share the lollies the second time?

  • Try using counters or blocks instead of lollies to you work out a solution.


Use your answers to help you solve the main task.

Want to stretch your thinking?

  • What patterns did you discover?

Use these to find a generalisation or a rule that could be used to solve the problem.

look

Watch this video to discover some ways different students solved this task.

Sharing lollies

Duration: 3:51

Mini break

Active break – Yoga

look
explore

Watch the video and join in.

Grow your strength and confidence

Duration: 3:52

Active challenge

Design a mini Olympics – Get inspired!

look

Watch and listen to the videos.

Are you ready Miraitowa?
Duration: 2:40

Australia's gold medal moments at Tokyo 2020
Duration: 1:00

Plan

You will need:

Pencils

pencils

Workbook

a workbook or paper

planning guide (Word doc 17 KB) (optional)

Optional:

socks

4 towels

a hoop

string

cones or markers

a tape measure

look

Watch and listen to the video.

Design a mini Olympics – Part 1
Duration: 2:35

look

Choose one of the skills below. Watch and listen to the video.

Shot Put FUNdamentals
Duration: 4:49

Sprinting FUNdamentals
Duration: 5:01

Long Jump FUNdamentals
Duration: 5:31

Discus FUNdamentals
Duration: 5:15

look
explore

Have a go!

  • Practise the skill from the video that you just watched.

Hint! You may like to watch the video again to help you.

Create

look

Watch the video and then have a go.

Design a mini Olympics – Part 2
Duration: 3:14

write
explore

  • Plan 3 challenges you could use the skill to complete.

For example, you could set up different target areas to practise the shot put throw.


Hint! Use the planning guide (Word doc file, 17KB) to help plan your ideas.

Brainstorm planning guide

Sample: student brainstorm for mini Olympic planning task. Table includes a brainstorm space with the question 'How can I use my skills?' and space to list their final choices.
explore

  • Set up a challenge circuit for your skill.

  • Time yourself completing the 3 challenges.

  • See if you can beat your best time.

Using the planning guide

Sample: student record sheet for recording times during mini Olympics task. Table includes an example column with text 'Describe the activity. - Throw a small ball into a basket 3 times.' Table also includes 3 rows to list 3 different activities and 3 columns with spaces to record times for 3 attempts of the task.
explore

Challenge!

  • Learn and practise a second skill from the videos above.

  • Create a circuit that uses both skills.

Mini break

Wind-down – Author interview

look

Watch and listen to the video.

Author interview – Nat Amoore

Duration: 7:55

Well done completing today's learning activities!

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