Take two or three hands-up answers, not open call-outs. Listen for pupils spotting that the big bar runs off the top of the grid.

Don't name the fix yet — hold out for pupils to reach for it themselves in the next step.

Point along the three charts in turn. The step of 1 needs thirty-one gridlines — tedious and cramped. The step of 5 reads Ruairí's 30 in a glance.

The catch to draw out: a step of 5 is easiest here, but the short bars (4, 6, 8) do not land on gridlines, and 6 and 8 share a band, so they get harder to tell apart. That trade-off is the whole lesson — big enough to fit the tall bar, small enough to keep the short ones distinct.

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

Set the bars to 25, 5, 3, 7 first. Then change the step live on the builder. At a step of 2 the Reds bar (25) still fits within the grid but needs many lines and doesn't sit on a line. At a step of 10 the three small bars nearly merge. Land on a step of 5 as the comfortable middle.

Watch for pupils choosing a step just because it looks tidy — push them to check that the tallest bar fits AND the shortest bars stay distinct.

This is the practice round — 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 grid is fixed here (step of 5, up to 60) so the drawing stays quick; the scale-choosing thinking has already been done in the earlier steps. Draw the thinking out through the scores instead: in the friendly the bars huddle at the bottom, while in the county final they fill the grid. The last chart is the key one — the values 40, 45, 40 and 45 sit on two consecutive step-of-5 gridlines, so ask the class whether a bigger step would still let you tell the teams apart. Let pupils reach that themselves.