Display the two clock faces (2 o'clock and 3 o'clock) as pupils settle. Take three hands-up answers, not open call-outs. Listen for pupils who say 'you go forward one hour' — that forward-stepping idea is exactly what the lesson builds on.

Discuss each pair on the board. For the whole-hour jump ask 'has the hour hand moved one whole number, or half a number?' Hold out for pupils to say the finish is a half past before you confirm it.

• 1 o'clock to 2 o'clock — one whole hour, hands step forward one number.
• 3 o'clock to half past 3 — the minute hand has swung halfway round, so 30 minutes.
• 10 o'clock to quarter past 10 — the minute hand is a quarter round, so 15 minutes.

Do not announce the duration before the class predicts it.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

Set the start hands, then a pupil moves the finish hands and reads the elapsed time off the clock. Ask 'did the minute hand go all the way round, or only part way?' Watch for pupils who say the wrong finish hour when the minute hand is at the 6.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

Every story stays inside one hour, just like the examples the class watched and tried. Each finish time is a half past or a quarter past, so the answer is how far the minute hand has moved: 30 minutes for a half past, 15 minutes for a quarter past. The word 'to' here signals adding time on, so the answer is the elapsed time, not a finish time.