Take two or three hands-up answers, not open call-outs. Do not confirm the total yet — the setting-out is the whole point, and the next step models it.

Listen for anyone who says "just add the numbers" without mentioning lining up the points — that is the slip this lesson heads off.

• €4.85 + €2.35 — the cent column makes over a hundred cent, so a euro carries. Ask the class to predict the carry before it lands.
• €0.95 + €0.95 + €0.95 — three the same; a chance to notice repeated addition.
• €15.20 − €8.75 — two of the columns need a borrow; a chance to notice which columns need it and why.

Point at each decimal point in turn and say "the points line up, always". Pause between sums and turn-and-name one pupil to say what they noticed, so the beat does not run on. The round-euro take-away (the trickiest case) is built in full in The Empty-Zero Take-Away step, so do not introduce it here.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

Use the interactive to build €4.85 and €2.35 with coins so the amounts are concrete, then set both additions out in columns on the board to line the points up. Hold out for the carry on €4.85 + €2.35 before writing it.

The take-away €6.50 − €2.85 is worked on the board alongside — it is not on the interactive, so set it out in columns on the IWB pen and hold out for the borrow before revealing.

Keep the watching class with you on every sum: before each reveal, ask the whole class to predict the carry or borrow, take two hands-up answers, and revoice one pupil's reasoning so the room hears a classmate think it through. That prediction is your pacing lever across the step.

Watch for pupils lining up the right-hand edge of the digits rather than the decimal point — reset them onto the point.

This is a single worked walk-through of the empty-zero case — the one pupils trip on when the top amount is a round euro amount. It is the first time this case appears in the lesson.

Say the borrow chain aloud once: "nothing in the cent column, so we borrow across from the euro — a euro becomes ten 10c, one of those becomes ten 1c, and now we can take away". Then ask one pupil to talk it back before moving on. Do not turn it into a script; a cue and a talk-back is enough.