Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time first. Do not confirm yet — let the disagreement sit; the model step settles it.

Listen for the pupil who spots that 37.5% is the trickiest to read at a glance because of the half-percent — flag that this lesson is about reading all three at speed.

Walk each battery aloud, one at a time. Point at each of the four labels as you say it, the percentage, the fraction, the decimal, the words.

• 3/8 — say the division aloud: three divided by eight. Common slip: dividing the wrong way round; stress top-divided-by-bottom. Walk the ×100 step so the class sees where 37.5% comes from. Flag the third digit after the point.
• 2/5 — contrast the tidiness: this one stops after one place. Pause for the prediction about 7/8.
• 7/8 — key prediction check. Let a pupil confirm they were right.
• 1/3 — recurring case is the point of the whole step. Do not let the class round it to 0.33 silently.

Worked write-up (LO4), board, one example only:

1. Write 1 ÷ 3 and the long run of threes: 0.3333…
2. Label form A beside it: 0.333… and say and so on.
3. Label form B: write 0.3 and place a clear dot above the 3 → 0.3̇.
4. Repeat once for the percentage: 33.3…% and 33.3̇%.
5. Ask one pupil to copy both forms onto the board under yours before you move on.

Slip to watch: pupils putting the dot above every digit, or writing 0.3̇3̇3̇, or treating 0.33 as exact. Cue: one dot above the digit that repeats, or write a few threes and and so on.

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

Work them in order: 1/5 (0.2, 20%), 2/5 (0.4, 40%), 3/5 (0.6, 60%), 3/4 (0.75, 75%).

Pacing lever for the watching class: before each pupil sets the battery, ask the whole class to predict the decimal and the percentage with hands up, then let the pupil set it and the class checks. After each round, revoice one pupil's reasoning aloud (so you knew two fifths is 0.4 because you doubled 0.2). This keeps the ~25 pupils not at the board thinking through all four conversions.

The pause is 3/4: it breaks the fifths pattern and lands between 3/5 and a whole. Ask why doesn't three quarters fit the twenty-percent steps? before checking.

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.

Each target is stated in a different form on purpose — the work is the conversion into a battery level, not the setting. Have the class say the other two forms aloud before the pupil presses Check.

The recurring 1/3 stretch is the key one. Be explicit with the class: the battery can only get close to a recurring value — a green Check on 33% does not mean 1/3 equals 33% exactly. Say we settled for the nearest whole percent because the threes never end, and use it to revisit why this one never lands neatly.