Take two or three hands-up answers, not open call-outs. Listen for any pupil who naturally says "for every two apples there are three oranges" or talks about more/fewer, and hold onto that phrasing to revoice in Watch and Notice. Five seconds of quiet think-time first.

2 : 3 — point to each bar: two reds, three blues. Say it 'two to three' and 'for every two reds there are three blues' — same meaning. Colon means 'to'. Words before symbols. Ask which bar is bigger, take one hands-up.

4 : 6 — four reds, six blues. Same shape of picture, bigger counts. Ask how it's like the last one, revoice the answer.

1 : 5 — one red for every five blue, very lopsided. 'One to five'. Ask which bar is bigger, one answer.

3 : 3 — both bars three counters. 'Three to three' means the same amount of each. Ask what's different here — this seeds order-matters later.

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

Call out comparisons in plain words first (five boys to three girls, two cats to four dogs) and have the pupil at the board build the two bars, then write the colon form underneath. Have the whole class read it aloud as 'for every five boys there are three girls'. Rotate four pupils. Watch for the slip of writing the second number first — point back at which bar is which.

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 pupil builds the called ratio with the two bars and presses Check. The last challenge is open: any pair like 2 : 4, 3 : 6 or 4 : 8 works — ask the class to name two different answers that both fit 'second amount double the first'. Watch for pupils reading 7 : 2 as 'two to seven'.

Keep this brief. A one-line recap of the colon and the 'for every' reading is enough before pupils move to the activity-book page.