Display or sketch a round soda bread and take three hands-up answers, not open call-outs. Listen for the word quarter and for any pupil who says the pieces must be "fair" or "the same" — revoice that as equal parts, the key idea of the whole lesson.

Same frame each reveal: one whole, cut into N equal parts, each part is one [name]. Take a couple of hands-up before moving on.

2 parts: each is one half, ½. Denominator is 2. First mention of denominator, say the word and point to the bottom number on screen.

4 parts: each is one quarter, ¼, denominator 4. Draw out that more parts means each piece is smaller, not bigger.

3 parts: each is one third, ⅓, denominator 3. Odd number still works, show the three slices are fair.

5 parts: each is one fifth, ⅕, denominator 5, the smallest pieces of all four. This sets up the wrap question.

Keep returning to the words equal parts and denominator on every snapshot.

This short beat builds the numerator on screen before pupils have to use it in the challenge. Say it plainly: "the bottom number is how many equal pieces; the top number is how many we colour in." Ask one quick question — "if I wanted three quarters, how many pieces would I shade out of four?" — and take a named pupil's answer to check the idea has landed.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud. For pupils at their seats, watching the board and agreeing aloud is their participation.

Call a fraction (one half, then one quarter, then one third, then one fifth). A pupil sets the slice count and shades one piece. Before they shade, ask the class: "how many equal parts do we need?" Rotate four pupils so each names and builds one fraction; if time allows, loop a second pupil through to confirm each one. Watch for the slip of shading the right count but with uneven-looking slices — remind them the tool keeps them equal, but the denominator is the number of parts.

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 last target, two thirds, is the step up: pupils must shade two of the three parts, not one. Ask a named pupil: "how many of the three parts do we shade for two thirds?" For each target ask "are the parts truly equal?" before pressing Check.

Close by repeating the lesson's one big idea: equal parts. A quick thumbs-up check — "who can tell me what the bottom number of a fraction means?" — surfaces any lingering confusion before the next lesson.