Have the printed cube net open flat as pupils settle, or fold it at the front. Take three hands-up counts of the flat squares, not open call-outs. Do not yet name it a net or state the face count — that lands in Watch and Notice.

Before pressing Fold, ask the class to count the squares. Hold out for the count, then fold and let them watch a square become a face. Revoice: so six flat squares made the six faces.

Do not spell out the rule that the piece count equals the face count — let the fold show it and let the class say it.

If a group is ready to stretch, mention that a box shape (a cuboid) also has six faces, but they are rectangles rather than equal squares — keep this verbal only, do not fold a cuboid net here.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud. Give the watching class a beat each time: hands up to count the squares before the fold, then thumbs up for folds or thumbs sideways for does not fold before you press Fold.

The cross closes; the straight line of six does not; the T-shape does. Revoice the diagnostic the tool shows: two squares landed on the same face, so it left a gap. Keep the board work brisk.

This is the practice round — pupils check each answer.

Pupils take turns at the board, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.

Hold the class to a prediction before each fold. The straight line is the one that catches people — ask where would two squares land on top of each other? before folding. Only the cross and the T-shape close into a cube; the straight line leaves a gap.