Take three different methods, not three of the same. As pupils answer, name the strategy back to them on the board: partition, count-on, near-double. Keep it brisk, no working shown yet.

Give five seconds of quiet think-time before any hands go up.

Walk each example aloud, one at a time, pointing to each arc and the total it lands on.

• 38 + 27 — emphasise the split into 20 and 7; this is partition.
• 46 + 9 — the +4 to a tidy 50 is the make-or-break move; pause and ask why bridge to 50?
• 35 + 36 — this is the genuinely new idea. Ask the class for double 35 before you place the first jump, then label that +35 jump on the board as 'double 35 = 70' so they see the known double doing the work. Only then add the +1. Make the point out loud that we never split 36 into tens and units — that is what makes a near double different from partition.
• 48 + 23 — show that bridging to the tidy ten of 50 first turns an awkward count-on into two easy jumps.

This round demonstrates count-on on the hundred square. Take one pupil to the board for each sum — three board turns in all — and let the class agree or correct out loud.

Remind the class up front: down a row is +10, along is +1, so count-on shows up as steps down then steps across. After each sum, ask one quick question — how many rows down did we go, and why? — and revoice the count-on path: so for 53 + 19 we stepped down one row to 63, then along nine to 72.

Listen for pupils who only ever count in ones — nudge them toward stepping a whole row of ten.

This round is the practice bank — a pupil takes a turn at the board for each sum, checks the answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

For each target, ask the pupil to choose the jumps before they place them — which jump crosses a ten, and why does that make it trickier? Revoice a clean strategy choice: so for 48 + 35, jumping +30 then +5 keeps the units simple.