Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time before any hands go up.

Don't confirm the answer yet — leave both the wrong 47.0 and any pupil suggestions on the board. The lesson resolves it in Watch and Notice.

Big idea for the class: each column left is worth ten times as much, so a slide left means ten times bigger. Say ten times bigger, not digits step left.

47 x 10 = 470: 4 tens to hundreds, 7 units to tens. Point at the empty units column, ask what fills it. Draw out zero as a place-holder, not a value added.

47 x 100 = 4700: ask them to predict how many columns before revealing. Two columns. 4 lands in thousands, 7 in hundreds, two zeros in tens and units.

4.7 x 10 = 47: the make-or-break one. Point does not move, digits do. 4 to tens, 7 to units, nothing after the point so it becomes whole number 47. Return to the 47.0 trap from the hook and cross it out.

4.7 x 1000 = 4700: trace digit by digit, three steps. 4 from units through tens, hundreds, to thousands. 7 from tenths through units, tens, to hundreds. Tens and units fill with zeros. Name that the 4 lands in thousands, not ten-thousands, because it began one column right of a whole-number 47 the tenths gap absorbs one step.

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

Re-seed the starter for each example. Type 6 in for the first two (6 × 10, 6 × 100), then reset the starter to 3.5 for the last three. The chart handles both values — you just change the starting number between examples. Have a pupil choose the operation each time; the class predicts the answer before the slide, then the chart confirms.

Watch for the pupil who says 3.5 × 10 = 3.50. Revoice: the point stays still — the 3 and the 5 each move one column left, so we land on 35, a whole number.

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 two chaining challenges are the key one, and both have ×1000 switched off:

• 0.6 → 600 — the clean two-move route is ×10 (0.6 → 6) then ×100 (6 → 600). Because ×10 then ×100 together multiply by 1000, this reaches exactly 600 in two moves. ×100 then ×10 gives the same result. Neither single lit button reaches 600 on its own, so pupils must chain.
• 7 → 7000 — ×100 then ×10, or ×10 then ×100, both reach 7000 in two moves.

Ask the class to predict the route before the pupil at the board tries it. Watch for pupils who reach for a button that isn't lit — remind them the aim is the fewest moves within the lit set.