Chant to about 50 together, then stop. Take two or three hands-up answers on the last-digit pattern — you are listening for they end in 5 or 0. Don't confirm the answer yet; the grid will make it obvious in the next step.

• Twos — point to a whole column of shaded squares; ask why they are all even.
• Fives — two clean columns down the grid; connect straight back to the hook: every one ends in 5 or 0.
• Threes — a slanting stripe, not straight columns. Hold out for a pupil noticing it tilts.

We work through this together, talking it out as we go — no marking yet. The board is a shared demonstration, so invite the class to agree or gently correct out loud before each shading.

For the 4s, count on aloud as each square is tapped (4, 8, 12…) so the class hears the jump. For the 5s, deliberately count on in fives while a pupil shades — one shaded square per spoken number is the whole point of the lesson. For the 10s, ask what the fives and tens have in common before they shade.

To fill the time and hear more voices, re-run one pattern (say the 4s) with a different pupil tapping while the class counts again.

Worked prediction (6s) first, before any challenge.

• Say or write the start: 6, 12, 18, 24, 30, 36.
• Method to model: each jump is six, so land on even numbers only (link to the twos columns already seen). They cannot fill two clean columns like the fives. Compared with the threes slant, the 6s jump further, so expect a steeper slant on even squares only.
• Partner talk, then lock one class prediction out loud. Do not shade the 6s on the interactive, it is not one of the challenges.

Then run the four challenges briskly. Pupils take turns at the board, class confirms, then Check.

Before each challenge, one quick predict: what shape will we see? Last challenge key: multiples of both 2 and 5 are the tens (10, 20, 30…). Demand the prediction before anyone taps.

Slip to watch: shading every even when asked for both 2 and 5, or trying to shade 6s during the challenges.