Give five seconds of quiet think-time before any hands go up. Take two or three answers for 24 (each gets 6), then pose the 25 version and let the phrase one left over surface from a pupil rather than supplying it yourself.

24 into 4: deal one round at a time; every group lands on 6, nothing left. Name the parts against the numbers on screen, 24 the dividend, 4 the divisor, 6 the quotient. Clean share, no remainder.

87 into 3: draw the bus-stop bracket beside the counters. Start with the tens, 8 tens into 3 gives 2 each, 2 tens left over. Slide those two ten-bundles across to the units yourself as you say they don't vanish, they open up and join the 7 to make 27. 27 into 3 is 9, so 87 divided by 3 gives 29, the carry from tens to units.

Seeing the bundles move builds the carry, don't just state it.

After each one, ask two pupils by name to say back what happened to the leftover before moving on.

Hold to these two here; harder cases come in Try It Together and the Class Challenge.

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

The interactive below opens on 96 ÷ 4. You re-set the dividend and group count by hand for each of the four problems — type in the numbers, then share the counters and let the class read the group size and remainder off the screen. Draw the bus-stop bracket on the board alongside and work left to right with the carries as you go, so pupils see the written layout next to the counters.

• 96 ÷ 4 — a single carry, but the leftover is bigger: 9 tens → 2 each with 1 ten over; that 1 ten becomes 10 units joining the 6 units to make 16; 16 ÷ 4 = 4. Answer 24. Draw out that it is still one carry, just a larger leftover to hold in your head.
• 235 ÷ 5 — revoice the slide-across move: the 2 hundreds cannot share into 5, so the 2 hundreds become 20 tens and join the 3 tens.

Keep the pace brisk and let the readout confirm each prediction.

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.

The practice set rises in difficulty on purpose. Draw the bus-stop bracket on the board beside the interactive for each one.

• 736 ÷ 4 is the first genuine double carry — write it out in full: 7 hundreds ÷ 4 = 1 hundred, r 3; the 3 hundreds become 30 tens joining the 3 tens to make 33 tens; 33 tens ÷ 4 = 8 tens, r 1 ten; the 1 ten becomes 10 units joining the 6 units to make 16 units; 16 ÷ 4 = 4. So 736 ÷ 4 = 184, carrying at the hundreds and again at the tens.
• 315 ÷ 5 is the pause: hold the class on can the 3 hundreds share into 5? so the slide-across move lands as the key one (3 hundreds → 31 tens ÷ 5 = 6 r 1; 15 units ÷ 5 = 3 → 63).
• 4,020 ÷ 4 is the lonely-zero case — let a pupil spot where nothing was there to start with rather than flagging it yourself.