Show the picture of the 13-counter pile and the four groups as you pose the puzzle, so pupils see the share rather than picture it cold. Give five seconds of quiet think-time before any hands go up, then take two or three answers. Do not confirm yet — the whole lesson names that leftover as the remainder. If a pupil says "cut the last one in four", acknowledge it and park it: "today we keep whole counters, so it has to stay left over."

Take one at a time; class reads each result as "… each, remainder …" before you move on.

13 ÷ 4: three each, remainder 1. Point to the single leftover, ask "can everyone get another one?" Four groups need four to go round again; we have one.

17 ÷ 5: predict first, take two guesses, then deal. Three each, remainder 2.

22 ÷ 3: seven each, remainder 1. A big starting pile can still leave a tiny remainder.

20 ÷ 5: the key one. Four each, remainder 0 — shared out perfectly.

Keep repeating the check: the leftover is always fewer than the number of groups.

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

Run the interactive in explore mode. It shows one share at a time, so re-set and re-key the numbers between each of the three shares: start on 19 ÷ 4, then reset to 15 ÷ 3, then reset to 21 ÷ 5. Call a fresh pupil up for each share; the rest of the class predicts the answer before the last round is dealt.

• 19 ÷ 4 — four each, remainder 3. Ask: "is 3 fewer than 4? Yes — so we stop."
• 15 ÷ 3 — five each, remainder 0. A clean share slotted in on purpose so the class doesn't start expecting a leftover every time.
• 21 ÷ 5 — four each, remainder 1.

Between each share, keep the watching class with you: take two hands-up predictions, or turn-and-name a pupil to say the expected remainder before you reveal. Watch for the pupil who tries to keep dealing when only 2 counters are left across 4 groups — pause them and ask the class "can we give one to every group?"

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.

• 11 ÷ 2 — five each, remainder 1.
• 16 ÷ 5 — three each, remainder 1.
• 25 ÷ 4 — six each, remainder 1.
• 29 ÷ 6 — four each, remainder 5. This is the planned wrinkle: the remainder 5 is nearly as big as the six groups. Ask "is 5 still smaller than 6? Yes — so we cannot go round again."

Each time, use the Check button so the class sees the ✓, then have them read the answer aloud. Keep repeating the rule: the remainder is always smaller than the number of groups.