Fantastic Fractions

Recently in 3V we have been learning all about fractions.  Today, we consolidated our learning all about equivalence in fractions: understanding that you can make fractions equivalent to one half, one quarter and one third in a variety of different ways.  

We began by looking at a fractions wall to find as many different equivalent fractions as we could.  We noticed that, where fractions were equivalent to half, the top number (numerator) will be half the bottom number (denominator).  With thirds, the denominator is three times the numerator, and with fractions equivalent to a quarter, it will be four times.  Once we had spotted this pattern, it was easy to think of lots of different equivalents!

We then began to compare fractions: would you rather have one third of a cake or a quarter?  Would you prefer a fifth or a tenth?  Which fraction will give you the biggest piece of cake?

There was only one way to find out...

By slicing up real cakes, and comparing the sizes of the slices, we were able to devise our own theory and test it:  the smaller the denominator (the number of slices), the larger the fraction (individual slice).  So cutting a cake into 4 equal slices will give bigger slices than if you cut the same cake into 6 equal slices, and so on.

Once we had tested our theory and proved it was true, there was only one thing to do with all that cake...

Summer Poetry Recital

Next week at Swan Lane the children will be participating in the annual poetry recital.  This year's theme is Summertime, and each class has been given a poem to learn off by heart.  The poems have been chosen by Mr Batts.

We will be practising our poem every day in school so that we can be word-perfect on the day.  It would be extremely helpful if the children could practise the poem at home too.  A paper copy of the poem was sent home last week, but just in case it has gone astray, here it is:

Summer Shower

by Emily Dickinson

A drop fell on the apple tree,
Another on the roof;
A half a dozen kissed the eaves,
And made the gables laugh.

A few went out to help the brook,
That went to help the sea.
Myself conjectured, Were they pearls,
What necklaces could be!

The dust replaced in hoisted roads,
The birds’ jocoser sung;
The sunshine threw his hat away,
The orchards spangles hung.

The breezes brought dejected lutes,
And bathed them in the glee;
The East put out a single flag,
And signed the fete away. 

History - Using Historical Sources

For our history lessons this half term, we are carrying out a thematic study of Crime and Punishment through the ages.  Today, we examined the Georgian era, with a particular focus on the notorious highwayman, Dick Turpin.

We looked at a number of historical sources describing events in Dick Turpin's life, in order to find out more about him.  But could we trust everything we read?

While we were reading through the evidence, we had to keep in mind three questions:

• When was the source created?
• Who created the source?
• Why was the source created?    

Keeping these questions to hand helped us to decide whether or not the source could be trusted as accurate, unbiased information about Dick Turpin's life.

We really enjoyed sifting through the historical sources to find out whether Turpin was a brave, romantic hero or a nasty, violent criminal.  What do you think?

Big Writing - w/b Monday 17th May 2021

For next week’s Big Writing we will be continuing our work on Ted Hughes’ ‘The Iron Man.’ We will be writing a set of instructions describing how to build a trap to catch the Iron Man.

It would be useful if you could discuss and practise the following with your child:

· using the word of the week ‘ensnare’

· using imperative (bossy) verbs to instruct someone to do something

· practise sequencing events by using different expressions  relating to time

     e.g.   First, Next, Eventually, Finally etc

Any work completed at home can be used to support Big Writing on Friday.

Many thanks.

Mrs Vaqueiro

 

Science - Reflective Materials

As part of the science curriculum in Year 3, children learn all about Light and Dark.  This week, we have been looking at reflection: what it is, and when it might be useful in a real life setting.

Reflection occurs when a beam of light hits a surface and is bounced back off.  Some surfaces make better reflectors than others.  We learnt that some materials are 'retro-reflective' - they are made of a special substance which directs the light beam straight back at the light source, so they look extra-specially reflective.  This material is used for high-visibility jackets and road signs, so they can be seen at night.

We then tested some different materials to see how reflective they were.  Once we had ranked the materials in order of reflectiveness, we then had to design a children's book bag with a reflective element, choosing the most appropriate material from the ones we had tested.

The Iron Man - Role Play Reporters

As part of our continuing work on Ted Hughes' 'The Iron Man,' the children in 3V are stepping into the shoes of local newspaper reporters this week, gathering information for a breaking news story: a mysterious Iron Giant has been sighted in the vicinity of Swan Lane First School, and a number of vehicles, as well as the school roof, have been damaged.  Huge footprints were seen in the soft earth around the school, and what looked like enormous teeth marks were seen on the mangled remains of one of the teacher's cars!

An eye witness to the mysterious sighting - a boy called Hogarth - took to the hot seat for a press conference with our budding reporters this morning, who were keen to find out all the details.

Our 'Hogarth' did a brilliant job fielding all the questions from the children - it's a difficult skill to think on your feet and 'ad lib' answers to questions from the floor - especially if you are child in Year 3!  The questions, too, were really well considered and helped the reporters find out all the juicy details they need to write this thrilling headline news!

Anglo-Saxon Justice For All...

This week in 3V we have been continuing our investigation into Crime and Punishment through the ages, focusing on Anglo-Saxon justice.  The Anglo-Saxon period followed Roman rule in Britain, and spanned around 600 years from 410CE to 1066.  During that time, some aspects of the Roman legal system remained - such as jury trials - while some new rules and procedures were introduced.

Since there were no police in Anglo-Saxon times, responsibility for crime prevention was placed squarely on local communities.  The tithing was a group of ten people who each responsible for ensuring the other nine obeyed the law!  Everyone had to be a member of a tithing.  If a crime was committed, the community was raise a 'hue and cry' to ensure that the miscreant was brought to justice.

Justice took many forms in Anglo-Saxon times.  If a person was injured, the person responsible had to pay them compensation.  The amount payable depended on who the injured person was, and what injuries they had.  The rates payable were set out in special rules called the Wergild. Interestingly, this concept is still used by the Courts today when calculating compensation in injury cases!

To put our learning into action, the children worked together in groups to find out how much compensation would be due in different circumstances - for example, a broken tooth would attract compensation of just 1 shilling, while a blinded eye would result in a payment of 50 shillings to the victim.

We then had a look at some of the more brutal ways in which the Anglo-Saxons delivered justice.  A minor criminal might find themselves in the stocks, or whipped in public.  For more serious crimes, the Anglo-Saxon criminal might face being branded (burnt with a special mark, which would leave a scar), having a hand amputated (no anaesthetic in those days!) or even being executed by hanging!  

Anglo-Saxons also determined whether someone was guilty by holding a trial by ordeal - essentially leaving the outcome of the trial in the hands of God.

Once the children had enjoyed a whistle-stop tour of Anglo-Saxon justice, it was time to put their ideas into action.  The class was separated into three groups: Modern Britons, Anglo-Saxons and a Jury.  The Judge (Mrs V) read out the details of some cases - from a murder to a suspected witch to a naughty child misbehaving in the marketplace - and the Modern Brits and Anglo-Saxons debated what should happen to the guilty party.  The Jury then had to decide which punishment was the best fit for the crime.  

Our Class Jury turned out to be most unsympathetic to the defendants in each case, and tended to recommend the most brutal Anglo-Saxon outcomes...!

Finally, we reflected on the similarities and differences between the Anglo-Saxon justice system and its Roman predecessor.