Take three hands-up answers on the €0.30 vs €0.03 pair, not open call-outs. Give five seconds of quiet think-time before any hands go up. Do not settle the 0.25 vs 0.5 question yet — leave it hanging; the whole lesson pays it off, and we revisit it in the wrap.

0.7 vs 0.4: tenths decide it straight away, 0.7 is more. Rule to keep saying: read tenths first, only check hundredths if the tenths tie.

0.25 vs 0.5: hold this one, hands up on which reaches further before the reveal. 0.25 stops short of halfway, so it is less than 0.5. Say aloud that more digits did not win.

0.6 vs 0.60: run a finger along both shaded edges so they see them land at the same place. The extra zero adds nothing, 0.6 equals 0.60.

0.45 vs 0.4: both tie at 4 tenths, so look to hundredths, the 5 extra hundredths push 0.45 a little further, so it is more.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud.

• Order matters: 0.2 vs 0.5 (clear), 0.7 vs 0.4 (clear the other way), 0.4 vs 0.45 (tenths tie — force the class to move to hundredths), 0.05 vs 0.5 (the planned sting — a 5-hundredths sliver against a full half).
• Before each reveal, ask a pupil: "which reaches further, and how do you know before we shade it?"
• Watch for the class calling 0.45 bigger just because it has more digits — revoice back to the tenths-first rule.

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 third set (with 0.05) is the open-ended sting: 0.05 must go first, even though its number 5 looks the same as the 5 in 0.5.
• For each set, ask a pupil to predict the order before shading, then shade to confirm.
• Callout while narrating: "more digits does not always mean more — read the tenths first."