Half Past Time

Overview

Today students learn that “half past” means the minute hand is on 6 and the hour hand is halfway between two numbers on an analog clock. They will practise reading and setting half past times.

Learning intentions

• Students will use an analog clock to recognise half past the hour.
• Students will explain what the minute and hour hands show for half past.
• Students will represent half past times by setting the hands correctly.

Success criteria

• I can show half past on an analog clock with the minute hand on 6.
• I can identify the hour shown when it is half past.
• I can set an analog clock to match a spoken time (“half past one”, etc.).

Curriculum links

• Using everyday language to read and interpret time on clocks (including half-hour intervals).
• Recognising and representing time using the hour and minute hands on an analog clock.
• Counting and comparing using place value ideas in familiar, everyday contexts (through clock intervals).

Lesson structure (30 minutes)

1. 3 min – Welcome and trigger question Show an analog clock face on the board set to a known time (e.g., half past 2). Ask: “What time is this?” Allow quick guesses and highlight the phrase “half past”.

2. 7 min – Teach: What ‘half past’ means Use a large classroom clock (or projected clock) and explicitly model:

• “Half past” means the minute hand is on 6 (halfway around).
• The hour hand sits between two hour numbers. Say and point: “Half past one” (minute hand on 6, hour hand between 1 and 2). Repeat with one more example (half past 3).

3. 8 min – Guided practice: Set and say Give each student an analog paper clock or mini clock with moveable hands. Call out times in a steady routine: “Half past one… half past two…”. Students set the hands, then do a quick “show me” check: teacher circulates and asks two targeted prompts:

• “Where is the minute hand?”
• “Which hour is it half past?”

4. 7 min – Hands-on station rotation (clock literacy) Organise 3 short stations, each about 2–3 minutes:

• Station A: Match cards—pair spoken times with clock faces showing half past.
• Station B: Build time—students create a half past time on their mini clock when a time is written on a card.
• Station C: Clock walk—teacher holds up a time card; students “freeze pose” the correct minute position (hand on 6) and show the hour hand position with fingers on the clock face. Rotate so all students experience at least two stations within the time.

5. 3 min – Whole-class consolidation: Find half past Display 4 clocks: two are exactly half past, one is on the hour, and one is an incorrect half-hour. Students vote by showing thumbs up/down and briefly justify: “The minute hand is on 6” or “It’s not halfway.”

6. 2 min – Exit ticket (check for understanding) Students complete one quick task: draw the hour and minute hands for a given half past time (e.g., “Half past four”). Teacher collects for marking.

Resources

• Large teacher analog clock with moveable hands
• Student mini analog clocks or paper clocks (moveable hands)
• Clock face printouts/cards showing minute hand positions
• Time cards with phrases like “half past one”, “half past two”
• Whiteboard/visual timer
• Station materials for matching and building (card sets)
• Exit ticket worksheet or scrap paper with one prompt
• Lanyard or wrist markers for minute-hand “on 6” rule (optional)

Assessment

• Teacher observation during guided practice (minute hand on 6, correct hour placement).
• Station task checks (matching spoken time to clock).
• Exit ticket: accurate setting/drawing of half past for one time.

Differentiation

• EALD: Provide digital clock visuals alongside analog (teacher shows the same half past on both). Sentence frames for speaking: “Half past ___ has the minute hand on 6.” Allow pointing instead of full verbal responses initially.
• Neurodivergent learners: Use clear routines, short station times, and predictable call-outs. Offer a “quiet practice” spot with fewer cards if overstimulation occurs.
• Support: Pre-mark the minute hand at 6 on some clocks so students only adjust the hour hand. Use fewer time options first (e.g., only half past 1–2).
• Extension: Advanced learners create a simple daily schedule using half past times (e.g., “Half past 7 wake up, half past 8 school”). They then label each event and check that the minute hand is always on 6.

Extension (optional)

• Create-and-check schedule: Students pick 3–5 events and write “Half past __” for each, then draw each on an analog clock. Teacher uses a quick checklist to confirm minute hand on 6 for every time.