Year 3 Maths Time Challenge
Over recent weeks the students in Year 3 have enjoyed being challenged with an open-ended investigation about the concept of time. The students designed and constructed a device that can tell the time. They were asked to describe how it would work and what they knew about time. The students researched essential questions about who invented time and how time has been recorded throughout history. Each student was able to show their thinking in explicit ways, with their solutions reflecting their understanding and meaning of the task. The children will continue to explore these Maths Time challenges in Science lessons by using timing devices to measure the time required for a candle to melt an ice cube.
Open-ended problem-solving activities, such as the Maths Time Challenge investigation, encourage students to take ownership of their own learning as they explore and develop their higher order thinking skills.
Head of Prep School
When the sun shines on the big star – it makes the clock work.
It’s 3:00 pm now because the minute hand is on the 12 and the hour hand is on the 3.
There’s 60 minutes in an hour and 30 minutes in half an hour.
On a digital clock the numbers are in the middle and the numbers change to tell the time.
It’s 9:00am. It’s in the morning. It’s a mix of a digital clock, cuckoo clock and a grandfather clock. It’s a pendulum clock – the pendulum, makes it makes it work. There’s a minute and an hour hand.
The ancient Egyptians invented telling the time using sun dials and the shadow of the pyramids showed the moving of time.
Chinese people invented calendars in 3 000 BC.
Sir Stamford Flemming invented standard time, which are the parts of telling time like quarter to and half past and the numerals.
If you turn it with the stick, it will go to different numbers. If you turn it to 1 past 2, the hour is on the 2 and the minute is on the one.
I get up at 7 o’clock.
There’s a sand clock and an alarm clock and a watch that can tell us the time.
The moon and the sun can tell us the time because if the sky is dark and you can see the moon, it is night-time and if it’s sunny, it is daytime.
During Reconciliation Week, 3F learned about Kaurna shields. Jack Buckskin, who is a Kaurna Elder, has consulted with, and supported, students and staff of the Working Group during our Reconciliation Action Plans. Jack is noted for carving the Pulteney shield for us, which is kept at the School on display. Jack has previously performed at our school Reconciliation Week celebrations over several years. One ancient Kaurna shield remains in the Adelaide Museum. All other shields were destroyed when Kaurna people and their culture were severely disrupted by the establishment of the South Australian colony in Adelaide, on Kaurna traditional lands. Shields were a sign of power and resilience and were used in dances and major gatherings. The shield would be twisted sideways, to distract and hypnotise others. The students in 3F drew their own shields and Jemima van den Broek is pictured holding our Pulteney shield.