Take three hands-up answers, aiming for one from number, one from measures, one from shape. Give five seconds of quiet think-time before any hands go up.

Revoice each answer into the area of maths it belongs to — so that's a number one, that's a measures one — to prime the sorting that runs through the whole lesson.

For 235, point at the single unit cubes last — pupils tend to read the flats and forget the units. Ask which digit is worth the most before anyone reads the number.

When 240 appears, hold both numbers in mind and let the tens column do the work: both numbers share two hundreds, so the hundreds cannot break the tie. Revoice a strong answer as so we only had to look at the tens.

Close by naming the two other areas of maths you will meet today — measures and shape — so the sorting activity next has somewhere to land.

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

The point of this round is not the right bucket — it is naming the topic aloud first: is this a number card, a measures card or a shape card? Ask that question every time before the drop.

Watch for the true/false card — pupils will want to sort it by its answer rather than its topic. Steer them to the topic: it is about shapes, so it goes with shape.

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 four rounds climb: the number round is a clean split, the metres/centimetres round asks pupils to picture the real object, the sides round needs careful counting, and the true/false round pulls from every topic at once — the one that proves the whole year has stuck.

On the true/false round, ask which topic is this card testing? before is it true? — the topic-spotting is the thread of the lesson. The 240-and-235 comparison there is the one you modelled in Watch and Notice, so link back to it.