Take three or four hands-up answers, not open call-outs. Give five seconds of quiet think-time first.

This is a warm way in, not a test. You are just getting the five family names into the room before the tour begins.

Point at each snapshot in turn, name its family, and draw the split out of the class rather than telling it. The one shared idea to reach: splitting into parts.

• The number 4,073 splits into 4 thousands, 7 tens and 3 units.
• The 6 by 4 rectangle can be split into smaller rectangles to find its area.
• The hundred square shows the sixes stepping down in a diagonal pattern, each step splits the count into equal jumps.
• Locating a point on a grid splits a position into two parts: how far across, then how far up. That is the same splitting move, just used to find a place.

After the first two snapshots, break the hold with a quick turn-and-name: ask the class to name which family that snapshot belongs to, take two hands, and revoice a strong observation before moving on.

Don't announce the link — ask "is there anything the same about how we broke these apart?" and let a pupil reach for it.

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

Place the bars in the named order so the chart builds: Walk first (the tall one), then Cycle, Bus, and Car last. Ask the class to predict the Car bar's height before it lands. Watch for pupils reading the y-axis scale rather than counting squares. Revoice a strong answer: so the height of each bar is just the frequency from the tally.

Pupils measure at their stations with their group's metre stick (or a ruler or metre-marked string — either works). Circulate and catch alignment slips on the spot. The class reads each difference aloud back inside and you reconcile any disagreement.

Estimate-before-measure every time — that is the whole point of the beat. Keep the pass-on rhythm brisk so every group meets both routes.