Display the row 1/8 = ? = ? on the board. Give five seconds of quiet think-time, then take two or three hands-up answers, not open call-outs. Frame it as a prediction — don't confirm yet, the model step reveals it.

1/8: three ways at once, 0.125 and 12.5%. Point to the three decimal places; eighths are the first fractions to need a third place.

1/3 is the special one: 0.333... = 33.3...%, the 3 runs on forever, hence the three dots. Name it a recurring decimal. Pause here and take a prediction: will 2/5 run on or stop cleanly?

2/5: reveal after the prediction. Four tenths, so 0.4 = 40%, one tidy place. The contrast with 1/3 is the point; most fractions stop tidily, only a few run on.

7/10: the easy landing. Already out of ten, so 0.7 = 70%.

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

For each value, ask the class to predict the decimal and percent before a pupil drags the slider to check. Order builds: 3/5 (0.6, clean), 1/4 (0.25, clean), 9/10 (0.9, clean), then 1/6 as the wrinkle — 0.1666... runs on. This is the first time pupils meet 1/6; link it back to 1/3: one sixth also runs on forever, the same recurring pattern. Revoice a strong answer: so 1/6 is like 1/3: it runs on forever and never quite stops.

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: 0.6 and 1/8 are secure recalls, 70% and 0.5 need a translation, and 1/6 is the key one — its 0.1666... runs on, so the marker lands near 17% and the class names it as a running-on decimal.