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

Listen for whether pupils reach for the tens first or the units first — the whole method rests on starting with the tens, so hold that thought for Watch and Notice.

Work each one live on the bracket, keeping only the current sum in focus. Start every one with the biggest place, not the units.

84 ÷ 4: the clean case, no carrying or zero. 8 tens share as 2 tens each, 4 units as 1 each, answer 21.

96 ÷ 6: 9 tens give 1 ten each with 3 tens left over. Pause here, quiet think, then take together where the 3 leftover tens go. They carry down: 30 joins 6 units to make 36, shared by 6 is 6, answer 16.

372 ÷ 3: three places, keep the running answer visible. 3 hundreds give 1 each; 7 tens give 2 each with 1 ten over; that 10 joins 2 units to make 12, shared by 3 is 4, answer 124.

420 ÷ 4: the key beat, give it extra dwell. 4 hundreds give 1 each. Ask can 2 tens be shared by 4, let them say no, then write 0 in the tens. Carry the 2 tens down: 20 shared by 4 is 5, answer 105. Skipping the 0 gives the wrong 15.

95 ÷ 4: the remainder case. 9 tens give 2 each with 1 ten over; 10 joins 5 units to make 15, shared by 4 is 3 with 3 units left. Those 3 cannot split further, so write 23 r3 and say r means remainder.

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

The interactive drives the first number, 68 ÷ 4; the other three (78 ÷ 6, 255 ÷ 5, 615 ÷ 5) are worked on the board only. Rotate four pupils. For each number, the pupil at the board shares the biggest place first, then carries the leftover down; the class confirms each step aloud.

• 68 ÷ 4 — 6 tens give 1 ten each, 2 tens carry to make 28, so 17.
• 78 ÷ 6 — 7 tens give 1 ten each, 1 ten carries to make 18, so 13.
• 255 ÷ 5 — 2 hundreds will not share by 5; carry to the tens (25 tens shares as 5), then 5 units, so 51.
• 615 ÷ 5 — watch the double carry: 6 hundreds give 1 each with 1 hundred left, joining the tens to make 11 tens, and so on, giving 123.

Revoice any strong step: so the leftover never stays put — it always moves down to the next column.

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.

• 48 ÷ 4 = 12 — clean, no carry.
• 92 ÷ 4 = 23 — 9 tens carry 1 ten down.
• 246 ÷ 3 = 82 — 2 hundreds will not share; carry to the tens.
• 365 ÷ 5 = 73 — 3 hundreds carry to the tens (36 tens), then units.

Ask pupils to name the operation from the story words before working each — shared into and split over both signal division.