Take two or three hands-up answers; don't confirm yet. Listen for pupils who already know to subtract 12 (17 take 12 is 5, so it's 5 in the afternoon) and revoice that as the idea the whole lesson builds toward.

Walk the three clocks one at a time. For the first, point to the digital readout and say nine in the morning stays nine — 09:00. For the second, point to the hands at 3 and to the readout showing 15:00, and say the rule aloud: afternoon and evening hours add 12, morning hours stay the same. For the third, stress that only the hour changes: 2 becomes 14, but the half-past stays half-past — 14:30. Link 12:00 noon and 00:00 midnight on the face: the count rolls over to 0 at midnight.

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

Name each time in words (ten in the morning, then half past four in the afternoon, then six in the evening), have one pupil set the hands, then ask the class to predict the 24-hour readout before the digital display confirms it. Watch for pupils adding 12 to morning times by mistake — head it off by asking morning or afternoon? first. The half-past four example reminds them the minutes stay the same and only the hour changes.

This round is the practice bank — 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.

For each target, ask is this a morning time that stays the same, or an afternoon time where we take 12 off? before a pupil sets the hands. 13:00 catches people out (one o'clock, not three) and 18:30 needs 18 take 12 = 6, half past six in the evening. Let the on-screen Check confirm each one — use the ✓ as part of your narration (yes, that's it).

Recap the add-12 and take-12 rules with one quick example each before moving on.