Display the analog clock at half past 2 beside an empty digital readout. Take two or three hands-up answers, not open call-outs. Don't confirm yet — let the Watch and Notice step reveal it.

Quarter past 3: long hand on the 3, a quarter round, screen 3:15.

Half past 6: long hand straight down, screen 6:30, thirty minutes up from 6.

For these two 'past' times the hour we say matches the hour on screen.

Ten to 8: hands say ten to 8 but screen reads 7:50 — the make-or-break idea. Have them predict the hour digit before you reveal it.

Say it: still inside the 7 o'clock hour, so a 'to' time keeps the earlier hour.

Twenty past 11: screen 11:20, twenty minutes up from 11.

This round is for talking it through together — one pupil sets the hands at the board and the class agrees or corrects out loud.

Read out the four digital times in order. A pupil drags the hands to match, the class checks the two readings agree, then reset the hands before the next time. Rotate four pupils, one per time. Watch for the 'to' times: when you read 7:50, listen for pupils saying it aloud as 'ten to 8' as they set the hands — that shows they have linked the two representations.

These are the practice questions — rotate fresh pupils briskly, one per challenge, and the class confirms before moving on. 4:05 and 9:30 are quick warm-ups; spend the time on 12:45 and 7:55, which are the point of the round.

Use the 'why does a to time keep the earlier hour on the digital screen?' callout: 12:45 is still inside the 12 o'clock hour, and 7:55 is still inside the 7 o'clock hour. Use the ✓ to confirm each — 'yes, that's it.'

Close on the 'to' time idea, since it is the part that lasts. A quick thumbs-up check: read '4:50' and ask whether that is a 'to' time and what we would say (ten to 5).