Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time first. Listen for the word middle or halfway and revoice it as one half. Don't reveal the answer yet — in the next step we split the line into equal jumps and explain how each fraction lands on its point.

Rule each time: bottom number is how many equal jumps, top number is how many we count.

One half: split 0 to 1 into 2 jumps, count 1, lands in the middle. Point to the meeting point; ask why it is the middle.

One quarter: 4 jumps, count 1, close to the start. Have the class count the jumps before you confirm.

One third: 3 jumps this time, not 4, count 1. Note the jumps are wider because there are fewer of them. Point to the tick the marker snaps to so they see it sits on the first jump.

Three quarters: back to 4 jumps, count 3, close to the finish. Count the jumps aloud, not the marks.

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

Call one fraction at a time (one half, one quarter, one third, two thirds). For each, ask the pupil at the board: how many equal jumps? before they place the marker. The class confirms the jump count first, then watches the placement. Revoice a strong answer: so the bottom number set the jumps, and we counted up.

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 point a pupil places is the fraction they work out. Remind them to count the equal jumps, not the marks. Watch for pupils placing one third at one quarter's spot — the line must be split into 3, not 4.

Keep this brisk. Use the recap bullets to settle the class before the activity-book page.