Hold the pile up so the whole class can see it, or spread the cards out where everyone can look, before you read the prompt. Take three hands-up answers, not open call-outs. Listen for pupils grouping by type (numbers with numbers) versus by a property (odd numbers together); either is a good opening. Do not settle on one right grouping. This hook is meant to open up the idea that a whole year of maths can be sorted many ways.

First sort: point at 148 and 156 as the pair worth pausing on. One tips down to 100, one tips up to 200. Ask which digit settles it, and get a pupil to say the 5-or-more rule, before revealing.

Second sort: the equilateral triangle catches people out. It looks pointy and important but has no square corner. Hold out for a pupil to test a corner against the corner of a copybook.

Talk this one through together: a pupil builds 3,072 on the interactive and the class agrees or corrects out loud. Then a second pupil builds 4,905 on the board mat beside the interactive, and the class reads it.

For the renaming, write 1 m = 100 cm on the board, then 2 m = 2 × 100 = 200 cm and 3 m = 3 × 100 = 300 cm, saying the × 100 aloud each time. Watch for pupils reading 3,072 as "three hundred and seventy-two" and losing the thousands column; hold out for the word thousand.

This is the practice round: 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 last set is the stretch and the test has changed. Now pupils are judging whether a statement is true, not sorting one card by a property. Five of the six statements are genuinely true, including 4,500 rounds to 5,000 (the halfway rule rounds up). The one to catch is "a pentagon has 6 sides", which is wrong, a pentagon has five sides, so that card belongs in "I need to check this". Let the class debate before Check confirms.