Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time first. Don't confirm the answer yet — let the class hold both ideas ('how many fours?' and 'what times fact?') going into the model step.

This is a real-counter demonstration, not the interactive. Two anchor demonstrations only.

• 12 ÷ 4: make groups of 4 from 12 counters. Three groups. Say it as 'how many fours in twelve? — three', then write both 12 ÷ 4 = 3 and 3 × 4 = 12 so the class sees the same three numbers.
• 20 ÷ 5: make groups of 5 from 20. Four groups. Write the whole family off it — 4 × 5, 5 × 4, 20 ÷ 4, 20 ÷ 5.

Hold out for the class to name the times fact before you write it — that is the noticing the lesson turns on.

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

Number-line-jumps in explore mode, line 0 to 30. For each one, an individual pupil adds jumps of the group size from 0 until the marker lands on the total, then counts the arcs aloud. The number of arcs is the answer — hold out for pupils to count them, don't read it off. After each, ask 'what times fact checks this?' and revoice a strong answer.

Watch for pupils overshooting the total — steer them back to landing exactly on it.

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.

Number-line-jumps in challenge mode. Each target lights only the one jump size, so the number of jumps is the answer to the division. Nothing on screen states the jump count before the pupil counts the arcs — that is the point. The four targets need different answers (6, 3, 7, 5), so a pupil cannot repeat the last answer. After each, ask 'what multiplication checks your answer?'