Display the 0-to-1 line split into ten as pupils settle. Take three hands-up answers, not open call-outs. Listen for pupils who say 'it's in the middle' and revoice that as halfway between the landmarks 0 and 1.

0.3: count the jumps from 0 with the class, marker three jumps along. Model a spoken self-check on this one so they hear you catch a slip: "zero point six? No, careful, this is 0.3, zero point three." Keep the slip spoken, never on the board. Stress zero point three, one digit at a time.

0.8: predict before revealing, nearer 0 or 1? Eight jumps along, just before landmark 1, three past halfway. Read zero point eight.

1.5: the key one, line now runs 0 to 2. Point to landmark 1 the marker has passed, whole number first then five tenths. Read one point five.

0.6: quick hands-up, how far past halfway? Take two answers. Six jumps along, one jump past the halfway landmark 0.5. Read zero point six.

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

Work the four numbers in the order listed in the prompts: 0.4, 0.7, 1.2, 1.8. After each one, drag the marker back to the start and read out the next prompt so the class knows which tenth to place. For 0.4 and 0.7 keep to the 0-to-1 stretch and count the jumps from 0 aloud. For 1.2 and 1.8, say 'past the whole number 1' before placing, so pupils count tenths on from 1, not from 0. Watch for the common slip of placing 1.2 near the 0.2 mark; point back at the whole-number landmark 1.

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.

0.1 is one jump from the start; 0.6 is one jump past halfway. For 1.3 and 1.9 remind the class to count tenths on from the whole-number landmark 1. Watch for the 1.9-versus-0.9 mix-up — point back at where the 1 sits.