You may choose to give each student an instruction clock at the start of the lesson so that they can follow along with the explanation.

Discuss the importance of being able to determine a new time on the analog clock with whole hours. Refresh student's knowledge of what the big hand and little hand stand for. Ask students if they remember that the big hand is the minute hand and tells us how many minutes have passed, while the little hand is the hour hand, and tells us which hour it is. When the big hand is on the 12, it is a whole hour. Show the clock with the big hand on 12 and the little hand on 1. It is now one o'clock. Next use the clock showing 12 o'clock to demonstrate to students what happens to the hands if the time is set an hour back or an hour forward. You can do this by turning the hands by dragging or to use the buttons below the clocks. Show how you can determine a new time. Use the example of going for a walk to visually show how you end at 3 o'clock. Select a time and set that on the left analog clock. Ask a student to name the time. Then set the right analog clock an hour earlier or later. What time is it now? Repeat this a number of times using different times. You can ask students to follow along on their own instruction clocks, or have them set their times an hour earlier or later than the time you give. Check that students are able to set the analog clocks earlier or later with the following problems. Then there are two problems in which students must select which clock shows the correct new time. Finally discuss with students how to determine the new time when given in a story problem. Have students solve the last two story problems individually or in pairs to check their understanding.

Check that students are able to determine new time on analog clocks with whole hours by asking the following questions:

- How do you determine new time on analog clocks with whole hours?

- Which hand tells you which hour it is?

- What does it mean when the big hand is on the 12?