Clock starts early

[just another ref]

Originally Posted by representing

Rule book does allow for educated guessing in situations like this. Can't remember where it is in the rulebook but this was brought up in a thread recently. I would put something like .5 seconds left. In this case, anything above .3 would be satisfying for me since anything under a second and above .3 second would mean the team is just going to inbound it and shoot it right away.

Or am I thinking of something different with regards to correcting the time?

Not in the rule book but rather from this year's interps.

From 2009-2010 NFHS Basketball Rules Interpretations:
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Situation 11: Team B scores a goal to take the lead by one point. A1 immediately requests and is granted a timeout with three seconds remaining in the fourth quarter. Following the timeout, Team A is awarded the ball for a throw-in from anywhere along the end line. A1 passes the ball to A2, who is also outside the boundary; A2 passes the ball to A1 who is inbounds and running the length of the court. The timer mistakenly starts the clock when A2 touches A1's pass while standing outside the boundary. An official notices the clock starting on A2's touch (a), before A2 releases the throw-in pass to A1, (b) while A2's throw-in pass is in flight to A1, or (c), as soon as A1 catches the throw-in pass.

Ruling: This is an obvious timing mistake and may be corrected. In (a) and (b), the official shall blow the whistle, stop play and direct the timer to put three seconds on the game clock. Since the throw-in had not ended, play is resumed with a Team A throw-in anywhere along the end line. In (c), the official may put the correct time on the clock, but must make some allowance for the touching by A1 -- likely 10ths of a second, if displayed. The ball is put in play nearest to where it was located when the stoppage occurred to correct the timing mistake. A "do over" is not permitted in (c), since the throw-in had ended. (4-36; 5-10-1)
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Like some others, I find this contradictory. Definite knowledge of likely tenths. You do the math.