Give five seconds of quiet think-time before any hands go up. Take two or three answers — some pupils will jump straight to seven, others will find one first. Don't confirm yet; the two-step route (divide to one, then multiply up) is what the lesson builds.

Four machines in order, drawing out the divide-then-multiply pattern each time.

Pencils, find one: 90 ÷ 3, ask what one costs before the reveal (30c) — the divide is the make-or-break move.

Seven pencils: × 30 → 210. Now the value of one lets us jump anywhere; pause before the reveal.

Apples (€1.20), find one: 120 ÷ 4, ask what one apple costs (30c) before revealing, so they see where the unit price comes from.

Six apples: × 30 → 180. Same multiply move; watch for pupils multiplying 4 by 6 directly instead of pricing from one.

Name it: divide to find one, then multiply up — the unitary method.

Flour prediction, no machine: if 2 kg cost €1.50, what does 1 kg cost? Take two spoken answers (75 c) to check the divide move has landed.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud. Do one problem at a time so the watching class can track which numbers are on the machine. Each problem is re-keyed into the same machine: set the divide rule first (÷ 6 for oranges, ÷ 5 for buns, ÷ 3 for the car), read the value of one, then switch the machine to the matching multiply rule.

Insist on the divide first every time. The common slip is jumping straight to the answer without pausing on the value of one. Revoice a good move: so once we know one, the rest is just multiplying. For the car example, name that km-per-hour is exactly the same idea as price-per-item — dividing 30 by 3 gives 10 km in one hour, and we say the unit aloud.

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 bottle problem gives a non-whole value of one (0.75 l). Hold out for the divide step aloud before anyone multiplies. The ticket problem is a stretch for pupils who finish the three core problems: name that scaling down to five still starts with the value of one — divide to get €7.50, then multiply up by five. If a pupil finishes early, they wait and predict the value of one for the next problem rather than working ahead on paper.

The function machine from the Try It Together step is still the model here: if the class needs it, key the divide rule then the multiply rule back in and work a problem on the machine before returning to the board.