Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time first.

Listen for whoever tries to count up rather than subtracting the digits. The count-up route goes on to 11:00 first. Then thirty-five minutes more to 11:35. Flag that as the safe route for today.

Point to the depart cell and the arrive cell as the class reads them. Model the count-up on screen: from 07:00 count on to 09:00, then thirty-five minutes more to 09:35, so the journey is 2h 35m. Do not say the answer to the ticket clue before the class works it. Hold out for which number carries forward.

Say the move aloud once: the arrival time from clue one is what tells us whether the early-bird fare applies in clue two. That carry-forward is the whole point of the lesson.

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

Individual pupils tap the depart and arrive cells for the 09:00 service. The class reads the arrival (11:35) and counts up to confirm 2h 35m. Point to the card: 11:35 is before 12:00, so the early-bird fare applies. Then move off the board to the money working: 20% of €18 is €3.60, so the fare is €14.40, and €20 − €14.40 = €5.60. Hold each pupil to stating which earlier answer they are feeding into the next step.

This is the practice round. Pupils take turns at the board, check each answer, and the class confirms before moving on. Move clues 1 to 4 briskly and save your full working time for clue 5, which chains a time result with the arrival from clue 1.

The clue bank rises in demand: clue 1 is a single elapsed-time count, clue 5 chains a time result with the earlier arrival. Watch for pupils who compute each clue correctly but plug the wrong earlier answer into the next one. Revoice which number carries forward at every step.