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

• You could use this starter to discuss with students the need for a watch or timing device of some sort.
• Students could discuss the differences between the appearance of an analogue and digital watch and the pros and cons of each watch. It could help if students can name situations when the different types of clock are used to enable them to see the positive and negative features of each type.
• Students drawing their own clock face will help you to understand what they do know about analogue clocks. For example, do they place the numbers correctly and at equal intervals? Is the hour hand shorter than the minute hand?

This displays four broken clocks which only have an hour hand. Students are asked to use the position of the hour hand to sequence the clocks and suggest the times each might be showing.

• Noticing slight changes in the position of the hour hand can help students determine whether to say a time is “past” a previous hour or moving “to” the next hour.
• It might be helpful if students were also given the opportunity to watch the hands of an analogue clock move in real time.

This displays the meaning of the digits on a digital clock face and provides practice at reading the times in digital and analogue form.

• While at this level, students are working with digital faces which display a 12-hour cycle, students are likely to have come across devices that have 24-hour digital displays, and this may come up in discussion.
• 24-hour displays are used to differentiate between a morning time for example, 6 a.m. and an afternoon time 6 p.m. Rather than beginning again once 12.00 is reached, the count continues past 12:00 until it reaches 24:00 (Twice around a clock face). Use your judgement when deciding how far to develop discussion around 24-hour clocks.
• a.m. is an abbreviation of ante meridiem which is Latin for “before noon”, while p.m. is an abbreviation of post meridiem or “after noon”.

This introduces the adage, “A watched pot never boils” and asks students to suggest occasions when time may seem to move more quickly or slowly.

• All of us perceive time in different ways, hence the need to have an objective, rather than subjective way to measure it. You may like to share this tutorial which has students participate in an experiment to help them understand some of the things that influence our perception of time.
  https://www.youtube.com/watch?v=wwvkdqDoqdM

This displays two sheets. The first has a timeline of a grandparent’s activities for one day. The second has the dates of six New Zealand disasters. Students are asked to place both in order on a timeline and then asked to calculate the time between events.

• This activity provides useful practise at finding the difference between large numbers.        
• Students may find access to a clock helpful for calculating the time between the events of grandpa’s day.
• On the second sheet students are reminded of the strategy for jumping up a time line which they may find helpful when calculating the time between one disaster and the next.