Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time first. Do not confirm the answer yet, that lands in Watch and Notice. Listen for anyone who says 'it's closer to 5' and hold that phrasing for later.

4.7 to nearest whole: between 4 and 5, well past halfway, rounds to 5. Establish the deciding digit is the very next digit after the place we are rounding to; here the 7 sends it up.

0.34 to nearest tenth: between 0.3 and 0.4, only just past 0.3, rounds down to 0.3. Head off the reflex that the 4 out front makes it 4-something; deciding digit is the second place, and 4 is under 5.

1.275 to nearest hundredth: between 1.27 and 1.28, exactly halfway. Deciding digit is the thousandths 5. State the rule: when the deciding digit is exactly 5, we round up, so 1.275 to 1.28.

4.5 to nearest whole: exactly on the halfway mark, not closer to either. Pause here. Ask the class to predict before you name it. This is where the round-half-up rule breaks the tie, so 4.5 to 5.

At each marker ask for a prediction before revealing the rounded value.

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

The board shows one number line at a time. Start with the configured 0.62 on 0.6 to 0.7. When the class has agreed the answer, reset the range for the next number: for 9.5 use 9 to 10; for 1.34 use 1.3 to 1.4. Each time, name the deciding digit aloud with the class before deciding. The 9.5 case is the exact-half moment — revoice a strong answer as 'exactly halfway, and the rule says round up, so 10'.

This is the Class Challenge round — the whole class works each problem, pupils take turns at the board, and everyone confirms the answer before moving on. Keep the board work brisk rather than over-explaining.

• 0.62 → 0.6 — the round-down warm-up.
• 1.275 → 1.28 — round-half-up at hundredths; deciding digit is the thousandths 5.
• 9.5 → 10 — round-half-up at wholes; note the answer is a two-digit number.
• 9.95 → 10.0 — the key one. Rounding the 9 tenths up cascades: 9.9 becomes 10.0. The range runs past 10 so pupils can see the answer land beyond the halfway line. Let a pupil discover the carry, then revoice 'the tenths filled up and pushed into the ones'.