Telling Time Together

Overview / Whakarāpopototanga

This 60-minute lesson is designed for Year 4 students in a New Zealand kura Māori setting. It introduces the basics of telling analogue time, tightly aligned to Te Marautanga o Aotearoa mathematics curriculum. The lesson addresses diverse learner needs with dyslexia-friendly resources and offers extension activities for advanced learners.
He akoranga 60 meneti tēnei mō ngā tauira Tau 4 i roto i te kura Māori o Aotearoa. Ka whakaurua ngā pūkenga taketake mō te kī atu i te wā ā-āhua karaka, e hāngai ana ki Te Marautanga o Aotearoa mō te pāngarau. Ka aro tēnei akoranga ki ngā hiahia ākonga rerekē mā te whakamahi rauemi tautoko mō te hunga he mate pānui, ā, ka whakarato mahi whakawhānui mō te hunga mātau ake.

Learning Objectives (WALT) / Ngā Whāinga Ako

WALT identify and name the parts of an analogue clock.
WALT tell the time to the hour and half-hour on an analogue clock.
WALT express time using Māori language terms and common temporal phrases.
WALT compare and order events by time using everyday language.
WALT connect time-telling to daily routines and whakapapa (sequence).
WALT te tautuhi me te kī i ngā wāhanga o te karaka ā-āhua.
WALT te kī i te wā ki te haora me te haurua haora i runga i te karaka ā-āhua.
WALT te whakaatu i te wā mā te whakamahi i ngā kupu Māori me ngā kīanga wā noa.
WALT te whakataurite me te whakarite i ngā kaupapa i runga i te wā mā te reo o ia rā.
WALT te hono i te kī atu i te wā ki ngā mahi o ia rā me te whakapapa (te raupapa).

Curriculum References / Ngā Tohutoro Marautanga

Te Marautanga o Aotearoa Context / Horopaki o Te Marautanga o Aotearoa:

Mathematics and Statistics Phase 2 (Years 3-4), Measurement – Duration:
- Tell time to the hour and half-hour using analogue and digital clocks.
- Use ‘minutes past’ and ‘minutes to’ language from year 4 progression.
- Use time vocabulary to describe daily events and durations.
- Understand units of time relationships (minutes, hours).
- Explore Māori calendrical concepts through maramataka connection (optional extension).
Pāngarau me ngā Tatauranga Wāhanga 2 (Tau 3-4), Ine – Roanga Wā:
- Kī atu i te wā ki te haora me te haurua haora mā te karaka ā-āhua me te karaka matihiko.
- Whakamahia te reo ‘meneti i muri’ me te ‘meneti ki’ i te ara whakamua mō te tau 4.
- Whakamahia ngā kupu wā hei whakamārama i ngā kaupapa o ia rā me ngā roa wā.
- Mārama ki ngā hononga wāhanga wā (meneti, haora).
- Tirohia ngā ariā maramataka Māori mā te hono ki te maramataka (whakawhānui kōwhiringa).
Competencies Developed / Ngā Pūmanawa e Whakapakarihia:
- Whakapuaki whakaaro (Expressing ideas) – using correct te reo and mathematical vocabulary.
- Whakatinana (Performing) – acting out telling time.
- Whanaungatanga (Relationships) – connecting learning with daily and cultural routines.
Ko ēnei whāinga e tautokohia ana e ngā tuhinga “Ine” me te “Whakamahi Reo Pāngarau” i Te Mātaiaho Pāngarau 0–8, e aro ana ki te mahi kī atu i te wā mō ngā tauira Tau 4.

Success Criteria / Ngā Paearu Angitu

Students will be successful when they can:

Correctly identify the hour and minute hands on an analogue clock.
Accurately read times to the hour and half-hour.
Use Māori vocabulary such as “haora” (hour), “haapene” (half past), “meneti” (minute), and phrases like “toru karaka” (three o’clock).
Sequence daily classroom activities or personal routines in time order.
Use clocks confidently in classroom and home contexts.

Ka angitu ngā ākonga ina:

Ka tautuhia tika ngā ringa haora me te meneti i runga i te karaka ā-āhua.
Ka pānui tika i ngā wā ki te haora me te haurua haora.
Ka whakamahi i ngā kupu Māori pēnei i te “haora”, “haapene”, “meneti”, me ngā kīanga pērā i te “toru karaka”.
Ka whakaraupapa i ngā mahi o te akomanga o ia rā, o ngā mahi whaiaro rānei i runga i te raupapa wā.
Ka whakamahi i ngā karaka me te māia i roto i te akomanga me te kāinga.

Resources

Large teaching analogue clock with movable hands.
Individual analogue clock face worksheets with movable hands (laminated).
Dyslexia-friendly time vocabulary cards: large fonts, clear spacing, black on cream.
Visual timeline poster with pictorial daily activities.
Digital timer for time-bound challenges.
Optional: maramataka calendar images for cultural link (extension).

Lesson Flow

1. Getting Started (10 minutes)

WALT: Understand the parts of an analogue clock.
Introduce the large class clock. Explain hour hand (pou haora) and minute hand (pou meneti).
Show Māori time words with visual cards. Use dyslexia-friendly font and spacing.
Interactive naming: students come up and point to hour or minute hand.
Discuss how the minute hand points to the 12 when it’s ‘o’clock’.

Differentiation: Use paired talk for vocabulary with visual prompts for students needing language support.

2. Guided Learning (20 minutes)

WALT: Tell time to the hour and half-hour.
Teacher models setting times on the big clock: e.g., 3:00 (toru karaka), 3:30 (toru haapene).
Students manipulate their own clock faces to match times called out.
Use Māori phrases consistently during practice.
Introduce “minutes past” and “minutes to” as language for half-hour.
Use a pictorial daily timeline to link times to routine activities (e.g., kai, kura).
Scaffolded questioning: “If it’s 2:30 now, what will the time be in 30 minutes?”

Differentiation:

Provide sentence starters for novice speakers.
Visual number lines showing minute counts (5, 10, 15...).
For dyslexic learners, cards have key words with images and colour coding.

Extension for advanced learners: Challenge to set clocks for quarter past/quarter to, and explain relationship to halves.

3. Independent Practice (15 minutes)

Students work in pairs on a “Time Match” activity using cards showing analogue times and written time phrases in Māori and English.
Create a “What time is it?” quiz using their own clock models.
Use digital timer to challenge reading times quickly.
Teacher supports individuals needing more guidance.

Differentiation: Provide word banks and visual aids for pairs needing extra support, while encouraging advanced learners to create their own time problems for peers.

4. Reflecting and Connecting (10 minutes)

Circle time sharing: students say a time and linked daily activity in Māori and English.
Discuss how telling time helps us plan and respect schedules — connect to whanaungatanga and manaakitanga values.
Highlight progress for perseverance and curiosity.

5. Extension/Home Learning

Create a “My Day in Time” diary with drawings and clock times.
Explore basic maramataka concepts around traditional Māori lunar calendar (oral discussion).

Assessment

Observation of ability to set and read analogue times during activities.
Oral use of Māori time vocabulary and phrases.
Completion and accuracy of Time Match cards.
Teacher notes on confidence and peer communication in pairs.
Follow-up informal quiz in next lesson to review understanding.

Teacher Reflection

Did students relate time to daily routines?
Which students needed more language support or hands-on help?
How did the use of culturally relevant language support engagement?
Plan to revisit or extend based on formative feedback.

This plan follows the Te Marautanga o Aotearoa framework by embedding measurement knowledge appropriate to Year 4 students, supporting mathematical language in te reo Māori, and using culturally grounded contexts. Differentiation ensures every learner can access and extend their skills in telling analogue time.

Teaching Instructions