Show the three pre-shaded pizzas (½, 2/4, 4/8) and take three hands-up answers, not open call-outs. Don't confirm or deny yet — let the disagreement sit. The whole lesson lands when pupils see the shaded amounts are identical.

1/2 = 2/4 = 4/8: same shaded amount, slices just cut smaller. Ask what we did to 1 to get 2, and 2 to get 4. Draw out: multiply top and bottom by the SAME number.

1/3 = 2/6 = 4/12: one of three matches two of six matches four of twelve. Same rule, name the multiplier.

3/4 = 6/8 = 9/12: top goes 3, 6, 9; bottom goes 4, 8, 12, stepping together. Multipliers from the start are x2 and x3; the number we times by is the multiplier.

Key idea pupils must say back: multiply top and bottom by the same number to keep the same amount. Pause after each one for a class answer before moving on.

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

Start with the 1/5 already shaded and ask the class to find 2/10. Let a pupil come up and slice the pizza into 10 and shade until it matches. Then try 2/3 (find 4/6) and 1/4 (find 3/12). Revoice each: 'we multiplied top and bottom by the same number, so the amount stayed the same.' Watch for the slip where a pupil multiplies only the bottom.

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 targets escalate from 2/4 (easy half) up to 9/12 (the trickiest). For each, have the whole class call out the multiplier first (this is a single spoken class call, not an individual task), then a pupil builds and presses Check. If the Check shows 'not yet', ask the class which part of the chain wobbled.

Recap by asking one pupil to state the rule in their own words. The next lesson on simplifying fractions is the reverse of today, so flag that the same 'same number, top and bottom' idea will run backward.