Show twelve counters on the IWB and tell the class each counter stands for an apple (the counters stay as plain counters on screen). Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time before any hands go up.

Don't confirm the answer yet — the point is to plant the how many bags? question and the hunch that it links to a times fact. That link is what the whole lesson builds toward.

Reveal the three parts one at a time so pupils track only the fact being dealt.

Point at each bag, so they see a bag of four, not four loose counters.

12 in bags of 4: three bags, so 12 ÷ 4 = 3, and read the other way 3 × 4 = 12. Say the division and times fact side by side.

20 in bags of 5: four bags, so 20 ÷ 5 = 4, and 4 × 5 = 20 the other way.

Predict prompt: if 4 × 5 = 20, what is 20 ÷ 4? Take two hands-up answers before revealing, then let the class say it (5) aloud.

Fact family for 4, 5, 20: the board deals only 20 ÷ 5 = 4. The other three follow without dealing again: 4 × 5 = 20, 5 × 4 = 20, 20 ÷ 4 = 5.

Stress one grouping gives all four facts; the other three are derived, not dealt.

Don't move on until the class can say times and share undo each other.

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

Call a pupil to deal the counters on the equal-groups interactive into the named bag size, then read off how many bags. The class's job each time is to give the matching multiplication as a check: 'four bags of three, so 12 ÷ 3 = 4 — and 4 × 3 = 12, that checks.'

Watch for pupils who count the loose apples instead of the bags. Revoice a strong answer: so the number of bags is the answer to the division. Rotate three pupils, one per problem; the numbers build from smaller bags to slightly bigger ones.

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.

For each target, after the pupil deals and checks, ask the class: what multiplication checks your answer? The bags of 6 in 30 is the stretch — 5 bags — and it reuses the same 30 as the bags of 5 in 30, so draw out that 30 splits two fair ways. Watch for pupils reaching for the answer without a check fact; insist on the matching multiplication each time.