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Students construct a time line by choosing the best digital time for a range of common daily activities.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students carry out time calculations, showing some responses on analogue clock faces, and interpret an analogue time.

Students read an analogue clock face and draw some times onto other clock faces.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students answer four questions about flight times on a flight schedule.

Students interpret a train timetable and answer questions about departure and arrival, and journey times.

Students identify the time on a clock face when given the angle that the hands make and the position of the minute hand.

Students work out starting and finishing times, and how long events take.

Students interpret a work schedule to answer questions about starting, finishing, and the total number of hours worked.

This task is about working out distances and speeds.

Students answer questions about international time differences.

Students answer questions about international time differences.

Students record times as a.m. or p.m. onto notices for everyday events.

Students use a movie timetable advertisement to answer questions about the movies being shown to test their understanding of a.m. and p.m.

Students use a calendar to answer questions about the days flowers are planted.

Students work out the time based on how much a candle burns down.

Students work out how long a race took given the starting and finishing time. Answers are split into hours, minutes and seconds.

Students complete a line graph to show the daily height of a lettuce plant, giving their graph a title and labelling both axes.

Students interpret and answer questions from a bus timetable including some time calculations.

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

Students answer questions about distance, speed and time, and identify an expression that describes the distance (kilometres) from the starting point in terms of time (minutes).

Students are provided with a geological time scale which they use to interpret and answer a number of questions.

Students perform calculations involving rates of pay, distances, and quantities.

Students perform calculations using the times taken to carry out a range of fitness activities.