Display the pizza image as pupils settle. Take three hands-up answers, not open call-outs. Don't confirm the answer yet — let the lesson build it. Listen for whether pupils say 'three out of eight' or jump straight to 'three-eighths'.

Reveal one example at a time so the class isn't reading ahead through all four.

Name each fraction in words before writing the symbol; keep saying equal parts every time.

Half: 2 equal parts, 1 shaded, one out of two, 1/2. Bottom number = how many equal parts, top = how many shaded.

Three quarters: 4 equal parts, 3 shaded, 3/4. Ask them to read it back before you write it.

Five eighths: 8 equal parts, 5 shaded, 5/8. Same pizza as Getting Started.

Seven twelfths: 12 equal parts, 7 shaded, 7/12. Draw out the key idea: bigger bottom number, smaller slices.

Watch for pupils slipping into three out of eight with unequal parts in later practice.

This round is for talking it through together — pupils take turns at the board and the whole class reads the fraction back to agree or correct it out loud.

The explore-mode slicer lets the pupil reset the number of slices to match whatever fraction you call, so it adapts to 1/3, 2/5, 3/6 and 4/8. It is seeded at 3 slices to start (a working state, ready for the first call of 1/3). Call fractions that vary the denominator: try 1/3, 2/5, 3/6, 4/8. For each one, ask the class first 'how many equal parts should the pizza be cut into?' (the bottom number) before the pupil resets the slices. Then 'how many do we shade?' (the top number). Revoice a strong answer: so the bottom number sets the slices, the top number sets how many we colour.

Watch for pupils who shade the right count but on unequal-looking slices — the slicer keeps them equal, so point out the screen does the fair-sharing for us.

Run the seat-folding as the lead activity first, then use the board to confirm each step. Hand out the fraction_strips printable (or plain paper strips). Run it as a folding sequence at the seats:

• Fold in half, shade one part: 1/2.
• Fold again into quarters, shade one part: 1/4, then shade three: 3/4.
• Fold once more into eighths, shade five: 5/8.
• Stretch row for fast finishers: fold a fresh strip into thirds without measuring — let them problem-solve the curl-and-check method, then shade 2/3.

After each fold, a pupil makes the called fraction on the board using the pizza-slicer in challenge mode and presses Check; the class confirms. Watching the board IS the participation for pupils waiting their turn. Keep the board work brisk rather than over-explaining.

Before the recap, teach the two terms with one worked example. Use the five-eighths pizza from Watch and Notice so the diagram is already known.

Worked steps on the board:

• Write 5/8 large. Point to 8: bottom number = denominator = how many equal parts the whole is cut into.
• Point to 5: top number = numerator = how many of those parts are shaded.
• Class chorus: numerator 5, denominator 8, five-eighths.

Slip to watch: pupils swapping the words (calling the top the denominator). Revoice: numerator on top counts the shaded parts, denominator underneath names the equal-part size.

Keep the recap and forward link brief. Do not teach equivalent fractions now.