Take three hands-up answers, not open call-outs. Don't confirm yet — hold the question open; the balance in the next step settles it.

First pair: point at the four 2s, then the total. Four lots of two — how many times did we add?

Second pair: five and five is two fives.

Third pair: get the class to say what each side is worth — hold out for 18 — then have them point to the level beam to confirm. This is the one where equal value, not equal appearance, keeps it level.

Do the first pair (4 + 4) on the interactive together; the class agrees or corrects out loud. Then draw the other three on the board and level each the same way.

Each time, ask how many lots before anyone builds — that count is the number of groups, and it comes first in the multiplication (3 lots of 4 is written 3 × 4). Watch for a pupil who counts the value on the pan instead of the number of lots; steer them back to "how many times did we add 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.

The rows-of-counters picture makes "how many lots" visible — the number of rows is the first number in the multiplication. Steer any pupil who is unsure back to counting the rows. On the stretch pair, the group-count answer is 5 × 5; some pupils will offer other pairs that total 25, which is a good talking point.