Write the two times on the IWB and collect three or four pupil predictions before any reveal. Common shouts will be 38, 42, 22, 78. Don't correct yet, put each on the board and tell the class we'll come back to them after Watch and Notice. The wrong answers are the lesson's hook, not a problem to head off.

Walk each example aloud, one at a time. Pause on Example 1, this is the load-bearing one.

• Example 1 (8:47 to 9:25): point at 8:47, then ask 'how many minutes to 9:00?' The class should answer 13. Then point at 9:00 and ask 'and how many more to 9:25?', 25. Add aloud: 13 plus 25 is 38. Now go back to the Getting Started predictions and circle 38 as the one that was right.
• Examples 2 and 3: show that when the journey stays inside one hour, there's no bridge, count on in fives.
• Example 4: the clean half-hour. Useful contrast, not every problem needs the bridge move.

Common misconception to head off: pupils treat minutes like decimals and subtract digit-by-digit (9:25 minus 8:47 giving 1:22?). The bridge stops this.

This round is for talking it through together, pupils take turns at the board and the class agrees or corrects out loud.

The on-screen countdown is visual scaffolding for the whole bank, not a per-card race, so set the pacing by the discussion, not the clock.

The first three cards stay inside the same hour so pupils warm up on simple counting-on. From card 4 onwards the offset crosses an hour-mark, pause before tapping and ask 'do we need to bridge here?' Listen for pupils explaining the 13-and-25 split aloud; revoice the strong ones so everyone hears the move once before the Class Challenge.

If a pupil picks a distractor like 7:75 (didn't wrap to the next hour), don't correct directly, ask the class 'is 7:75 a real time on a clock?' and let them spot it. That's the fastest fix for the wrap-around misconception.

This round is the practice bank, pupils take turns at the board, check each answer, and the class confirms before moving on. The same 5-problem bank reruns at home as tonight's homework, so keep the board work brisk rather than over-explaining.

Before each turn, read the journey label aloud so the class hears the depart time clearly, that's the start the pupil at the board is counting from.

The bank rises in trickiness. Pace each turn with the class lever shown:

• 7:18 to 7:55, same hour, plain counting-on. Settles the group. No class signal needed, the watching class is reading the board.
• 9:35 to 10:12, first hour bridge. Pause and ask 'how many minutes to 10:00?' before the pupil at the board sets the time.
• 11:40 to 12:08, bridges noon. Before the pupil sets the clock, ask the class: 'how many minutes from 11:40 to 12:00?' Take the answer — 20 — then the pupil at the board adds the 8 past noon.
• 4:55 to 5:25, very late-in-hour start; only 5 minutes to the bridge. Before the pupil sets the clock, ask the class for the minutes to 5:00. One short word: five. Then 25 past.
• 2:48 to 3:22, the trickiest. Pause and ask the whole class: 'how many minutes from 2:48 to 3:00?' Hands up for 12. Then: 'and 22 past, what's the total?' Hands up for 34.

If a pupil sets the clock and lands close-but-wrong (e.g. 10:13 instead of 10:12), let them re-check rather than hinting, the widget's tick / not-yet does the work.