This displays the Getting started on page 221 of the Student Resource Book.

• This would be a good opportunity for students to discuss the importance of time and why we need to have devices that tell us the time. You could ask students to imagine what life would be like if there were no devices to tell us the time.
• Students could point out devices that they can see in the classroom, and those at home, that tell the time.

This displays units for measuring time. Students are asked to order them according to duration and give an example of how the unit may be measured or used.

This displays a well-known rhyme associated with remembering the number of days in each month and introduces the concept of a leap year.

• A game could be used to practise the rhyme and improve recall. For example, writing the rhyme on a board and allowing a student to erase a word or two each time the class recites the poem. This technique allows students to use the words that remain as a scaffold. By the time all the words have been erased, students will have memorised the poem.
• Leap years result from the discrepancy between the length of the Gregorian calendar year and the time taken for the earth to orbit around the sun. Since this difference is about 6 hours each year (or ¼ of a day), every four years an extra day is introduced into the calendar at the end of February.
• Talking about how children born on the 29^th February might record their age or celebrate their birthday will help children recall the different length of this month.
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This displays two pages of slightly different calendars which can be used to support discussion about how to interpret the information it displays.

• Students could work in groups to create lists of what they notice when they look at these calendars. Encourage them also to write down any questions they might have about what they see.
• The aspects of calendars which sometimes present problems for children are:
  • Unfamiliar vocabulary such as “in a fortnight”, “the week after next”, “the week before last”, “Sunday week”, “yesterday”, “the day before yesterday”, “last Wednesday”, “the day after tomorrow” etc. This vocabulary will need to be explained, particularly for children whose first language is not English.
  • Differentiating between day and date. Students might need to be reminded that a date sometimes includes the day, but it should always record the number associated with the day as well as the month and usually the year, for example 25 December 2017.
  • Short dates present difficulty for students who are not yet able to name the months of the year in the correct order. Ensure that explicit s are made to the name of the month and its position in the sequence when teaching short dates to students, for example, on page 229 of the student book. The months of the year are helpful to learn if students are not already familiar with them, otherwise some scaffolds might need to be provided.
  • Reading down the grid (for example, to answer the question ‘how many Tuesdays in …?’) and knowing how to interpret the blank spaces prior to or after the month on the calendar page in relation to the whole. For example, ‘What was the last day of the previous month?’ or ‘What is the first day of the next month?’.

This displays clock faces. The first sheet shows a digital clock alongside an analogue clock with 5-minute increments counted off.

The second sheet focuses on the hands and scale markings of an analogue clock, and the third shows the way an analogue clock can be divided into quarters and the direction the hands move around the clock face.

• Providing students with a working version of clocks to observe is a valuable opportunity for them to notice the direction and relative speed at which the second, minute and hour hands of the clock move on an analogue clock, or the way digits change on a digital clock.
• Experience with devices that measure time develops an appreciation of the duration of time or the amount of time that has elapsed during events, as well as supporting students’ ability to ‘read’ time. Access to sand timers, digital timers, and stop watches during day-to-day classroom activities is also helpful for building understanding.