Run the silent minute on the IWB stopwatch or with the classroom clock's second hand visible at the front. Afterwards take two or three hands-up answers for the seconds, then the hour question. Don't confirm yet — hold the guesses; the model step proves them.

Point to the second hand's full sweep on the first clock: all that, for one little notch of the minute hand. That is the surprise worth naming.

On the second clock, trace the minute hand's full circle with a finger and land on the new hour. Then say a day is 24 hours — the hour hand around twice — and that 7 of those days make one week. Draw out the pattern: each bigger unit holds a fixed number of the next smaller one — 60, 60, 24, then 7.

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

Call a pupil to sweep the minute hand a full turn and read off that one hour has passed; the class counts the sixty minutes with them. Rotate pupils through: one full minute-hand turn (1 hour), a second turn (2 hours), then the idea that the hour hand goes around twice to make a day, and 7 days make a week. Watch for pupils who think the minute hand moving a little means an hour — it takes a full sweep of 60.

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.

Worked example first (do not skip): How many minutes in 120 seconds? Cue the class: smaller unit or bigger? Seconds → minutes is bigger, so divide. Fact: 60 seconds = 1 minute. Board: 120 ÷ 60 = 2, so 2 minutes. Point back at the tip: bigger unit, smaller number.

Then the four: (1) 3 × 60 = 180 seconds, (2) 2 × 60 = 120 minutes, (3) 2 × 24 = 48 hours, (4) 120 ÷ 60 = 2 hours. Item 4 is the divide check, same method as the worked example.

Make-or-break each time: which way are we going? Smaller unit → multiply; bigger unit → divide. Slip to watch: pupils who multiply on item 4 because they see 60, revoice minutes to hours is bigger, so share out, divide. For a pupil who is finding it hard, stay with the worked example and the first two multiplies and count in 60s on the clock face. For a pupil who is flying, ask how many seconds in half an hour, or how many hours in one week. Half an hour catch: half of the 60 minutes in an hour is 30.