Give five seconds of quiet think-time before any hands go up, then take two or three estimates. Don't confirm anything yet — the point is to raise the leftover question, not to solve it.

347 into 6: fills to 57, 5 left over, so 57 remainder 5. Name the three words as you deal: group size is the quotient (57), number of groups the divisor (6), leftover the remainder (5). Stress the remainder must be smaller than the divisor, or you could share again.

Bus-stop for 347 divided by 6, write it live: read 34 first, not the lone 3. Six into 34 is 5 (5 x 6 = 30), carry the 4 to make 47. Six into 47 is 7 (7 x 6 = 42), remainder 5. Top row reads 57 remainder 5, same as the counters.

628 into 4: clean share, 157 in each, no remainder. Then pause and ask the class to predict the leftover for 982 into 7, big or small, before revealing.

982 into 7: 140 each, 2 left over, so 140 remainder 2. Check by multiplying quotient by divisor and adding the remainder: 140 x 7 add 2 brings us back to 982.

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

Run 425 ÷ 3 on the interactive first: predict the group size and leftover, then deal and confirm. Then write 638 ÷ 5 and 700 ÷ 8 on the board using short division. Watch for the common slip of writing a remainder that is bigger than the divisor — if the leftover is 5 and we're sharing into 3, we haven't finished sharing. After each one, reconcile with a quick multiply-back on the board.

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.

All four here divide exactly, so the practice is on choosing divide, reading the action words, and checking by multiplying back. The deeper work of interpreting a remainder happens in the copybook set and the maths talk that follows, where the medals and teams problems leave something over.