Keep this short — one minute. Name the five areas of maths on the board and leave them up as a running map for the tour. Take two or three hands-up on which area felt easiest this year, then move on. The 'same idea in two areas' question is the thread pupils return to at the journal beat, so plant it here and don't answer it yet.

Work the tour live, one snapshot at a time. Ask which area each belongs to, take two hands, then confirm.

Fraction strip three-quarters (Number) — ask what percentage this is; hold out for 75%.

4,073 in blocks (Number) — the zero is the point; ask what is holding the hundreds place.

Same three-quarters again, now as a class share (Data) — this is the two-area moment. Note the same three-quarters again as a class share: Number and Data, because Data shows a share of the whole. Name it out loud so pupils have seen a two-area link before the challenge.

Ruler at 45 cm (Measures) — a ruler is a number line; ask a pupil to read the length off it.

Grid points A and B (Shape and Space) — along the corridor then up the stairs; ask a pupil to read an address.

Pattern 2, 4, 6, 8 (Patterns and Rules) — ask for the next number (10) and the rule (add 2 / count in twos).

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

The four points make a rectangle 3 wide and 4 tall — but do not say so. Plot the first three, then ask the class to predict the fourth corner before a pupil places it. Revoice a good answer: so the bottom two share the same up-number, and the left two share the same along-number. Connect back to the tour: this is Shape and Space, but the counting of the sides (3 and 4) is Number, and the rectangle's area is Measures. One picture, three areas.

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.

This is a paper/seat investigation, not an on-screen tool. Run it as a whole-class sorting task on the board, area by area.

• Cost per pupil — Number (division).
• Better value — Number (unit price). Keep this clean: it is a single Number question, not a two-area one.
• Floor space — Measures (area), leaning on Shape and Space.
• Fraction as a percentage — the clear two-area question: Number AND Data and Chance, because a fraction of the whole is exactly what a pie chart shows.
• 3, 6, 9 packs — Patterns and Rules (add 3 each day; 12 on Thursday).

The key one to spot: the fruit-and-crisps question is the one clean 'two-area' question — a fraction-of-the-whole (Number) is exactly what a pie chart shows (Data). Hold out for a pupil to name both. Circulate and prompt any pupil who is stuck on where to start.

This is the journal beat, on paper — do not have pupils type. Give five quiet minutes; circulate and glance for a genuine idea under each heading, not just the area name repeated. This is not marked. Encourage the 'needs more practice' sentence to be honest — that self-assessment is the real point of the lesson.

Support printable: for any pupil who cannot start from a blank page, hand out the five-area map template (five headings pre-drawn with one worked example each); they add one idea of their own under each heading and choose the area to revisit.