Give five seconds of quiet think-time before any hands go up. Take three hands-up answers, not open call-outs. You are only fishing for the idea that one tiny square is a very small part of the whole — don't reveal the name hundredth yet; that lands in Watch and Notice.

One hundredth: point to the single tiny square, stress how small it is against the whole. Write 1/100 = 0.01 beside it.

Three hundredths: three tiny squares, 3/100 = 0.03, same tiny size each.

Before revealing the third: ask how many tiny squares fill one whole row. Five seconds' think-time, take two or three hands.

One tenth: reveal the full row. Run a finger along it, ten hundredths make one whole row, one row is one tenth. So 0.10 is the same as 0.1, and 10/100 = 1/10.

Take two answers to confirm they see why before moving on. This equivalence is the key idea of the lesson.

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

Before each pupil shades, ask the watching rows for the thumb signal named on the board: thumbs up for a tiny hundredth-sized piece, thumbs to the side for a whole-row tenth. Glance across the room, then let the pupil shade and read it aloud. Clear the grid between each amount and rotate four pupils. Watch for the classic slip: shading ten squares scattered around the grid instead of a full row — revoice that ten hundredths is still ten hundredths, but a full row is the neat way to see it as one tenth.

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.

For 0.12, have the class name it as one tenth and two hundredths before the pupil shades: one full row, then two loose squares. Use the Check tick as part of your narration — yes, that's it. The step-up here is going past a single row for the first time.