Take three hands-up answers, not open call-outs. You are listening for a pupil who says 'divide 3 by 4' — if nobody does, park it; the next step reveals it. Give five seconds of quiet think-time before hands go up.

Work each division on the board first, then let the interactive confirm it. The point is that pupils see the working, not just the answer.

3/4: say "top first, always" as you set out 3 divided by 4. 4 won't go into 3, so 0 point, carry 30; 4 into 30 is 7 (28), remainder 2, carry to 20; 4 into 20 is 5 exactly, stops. Answer 0.75. Read it together.

1/8: runs to 0.125, three places. Show the last remainder reaching 0 and name this a terminating decimal.

2/5: gives 0.4, short and tidy. Pause and ask "will they all be this neat?" before revealing 1/3.

1/3: the key one. 3 into 10 is 3, remainder 1; carry to 10 again, same thing repeats, so the same remainder 1 keeps coming back and never reaches 0. Gives 0.333... A digit repeating forever is a recurring decimal. Write the notation by hand: 0.3 with a small dot over the 3, so they see the exact mark.

5/8: a final stopper, 0.625, comes out exactly. Contrast once more with 1/3 to fix terminating against recurring.

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

Reset the machine for each fraction: set the rule to divide by the bottom number, then send the top number through. Order chosen to build: 7/10 is a one-place decimal, 1/4 goes to two places, 3/5 is another clean one, then 1/6 = 0.1666… is the pause where a fraction runs on. Ask pupils to predict 'stops or runs on?' before each reveal, then reveal on the machine. Revoice a strong answer: 'so we always divide the top by the bottom'.

These are the practice questions — 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.

Each challenge sets the divide rule to the bottom number; the input is the top number and the answer is the decimal it produces. Have a pupil state the division first ('seven divided by ten'), predict 'stops or runs on?', then Check confirms with a ✓. The last one, 1/6, is the recurring case — make sure pupils name it as a decimal that runs on. Watch for the common slip of dividing bottom by top and catch it fast.