Adding Fractions, Character Studies and Celery in Different Coloured Water…

Friday 28th April | No comments yet

Another busy and successful week in Year 3! Mr Sharp and Mrs Daniels have been delighted with the children’s attitude to learning this week.

In Maths, the children have learnt how to add and subtract fractions where the denominator (the number on the bottom) is the same. The simple rule is just add or subtract the numerator and keep the denominator the same. For example, 2/5 + 1/5 = 3/5. Children able to complete the following equation would be considered meeting the expectation for adding and subtracting fractions.

2/9 + 10/9 = ?

Children were also taught how to convert improper fractions (where the numerator is larger than the denominator) into a mixed number. If the numerator and the denominator are the same, it must mean a whole which is represented using the number 1. So:

  • 2 halves (2/2) = 1
  • 3 thirds (3/3) = 1
  • 4 quarters (4/4) = 1
  • 5/4 would equal 1 whole and 1/4
  • 10/7 would equal 1 and 3/7

These are called mixed numbers.

Children able to complete the following equation and answer it using a mixed number  would be considered exceeding the expectation for adding and subtracting fractions.

2/9 + 10/9 = ?


In Literacy, we have looked at the characters of Horrid Henry. The children have identified that most of the names in the stories are made up of two names with the first name being an adjective that helps describe the character and the second name being a name. The names are also written using alliteration (Moody Margaret, Tough Toby, Dizzy Dave). Children created their own character and produced a piece of writing to describe them whilst also looking at the similarities and differences between Horrid Henry and Perfect Peter. It turns out that the only similarity we could find was that they don’t like each other!

In Science, the children designed, planned and carried out their own investigation. The children were tasked with the following investigation title:

An investigation to see what happens when celery pieces are placed in different coloured waters.

The children had to consider what equipment they would need and how they were going to make it fair (by only changing one thing: the colour of the water). After this, the children carried out their investigation, placing pieces of celery in coloured water. The next day, children observed how the coloured water dyed the parts of the celery that transport water through the stem. These ‘tubes’ are called xylem. The children went on to predict what would happen to the leaves if they were still attached.

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