Take two or three hands-up estimates before any calculating — this is a warm-up guess, not the answer. Do not resolve it yet; the method to find it exactly is built in the next step. If a pupil blurts the exact answer (7), acknowledge it and say we'll prove it together in a moment.

Walk each bar in order, one at a time. Name the two moves aloud every time: divide by the bottom number to find one part, then multiply by the top to keep the parts we want. This is the whole lesson in one sentence.

1/2 of 80: split into 2 equal parts, each 40, half is 40.

1/4 of 60: split into 4 equal parts, each 15, one quarter is 15. Pause here before revealing the next bar and take a prediction: if one part is 15, what will three parts be?

3/4 of 60: same bar, same parts of 15, now keep 3, so 45. Same first step, just keep more parts. Land this one as the key example, not a repeat.

2/5 of 30: split into 5 equal parts, each 6, keep 2, so 12. Same two moves every time.

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

Drive the ratio-bars in explore mode. The bar opens on the first problem's whole (64) already split into eighths and unshaded. For each new problem, reset the total and re-split the bar into the new number of parts live, then have a pupil read how big is one part? before anyone shades. The order builds: 3/8 of 64 is clean (each part 8), 2/3 of 24 keeps two of three, 5/6 of 30 keeps nearly all the parts, and 7/10 of 40 is the pause where the class sees you can keep most of a bar. Keep asking which step was the divide, which was the multiply?

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.

Every problem is a fraction of a quantity: divide by the bottom to find one part, then keep the top number of parts. These particular numbers all use a unit fraction, so the second step keeps just one part — still ask pupils to say both steps aloud (split, then keep one part) so the two-step method stays visible. The scenarios escalate the totals: the €40 voucher and the 42 tickets force bigger splits. Remind pupils the answer they type is the amount they worked out, not a number already in the story.