Take three hands-up estimates, not open call-outs. Accept any sensible guess between 40 and 60 without correcting yet, and write two of them on the board to return to later.

728 ÷ 14: how many 14s in 72? About 5, since 5 × 14 = 70, take from 72 leaves 2. Bring down 8 to make 28; 2 × 14 = 28, nothing left. Answer 52. Name 52 as the quotient so pupils link the word to answer.

945 ÷ 21: bigger divisor, won't go into 9, look at 94. Round 21 to 20, 94 to 90: about 4. Check 4 × 21 = 84, from 94 leaves 10. Bring down 5 to make 105; 5 × 21 = 105 exactly. Answer 45. Before the reveal, ask: will 1508 ÷ 26 be bigger or smaller?

1508 ÷ 26: won't go into 1 or 15, look at 150. Round 26 to 25: about 6, since 6 × 25 = 150. But 6 × 26 = 156, too big, so drop to 5. Turn-and-name here: ask one pupil why we drop from 6 to 5, take the answer before moving on. 5 × 26 = 130, from 150 leaves 20. Bring down 8 to make 208; 8 × 26 = 208. Answer 58.

Don't rush the estimate step. Revoice: the estimate gets us close, the multiply keeps us honest.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud.

The long-division working is done by hand on the board; the interactive is only for the multiply-back check. For 672 ÷ 16, round 16 to 20 to steer the first estimate, then adjust (the quotient is 42). For 837 ÷ 27, round 27 to 30 (the quotient is 31). For 1104 ÷ 23 the leading estimate is close but watch the second digit (the quotient is 48). After each answer, have a pupil multiply the quotient by the divisor on the interactive and confirm it lands back on the start number. Listen for pupils who forget to bring the next digit down — that is the most common slip.

These are the practice questions — keep the interactive covered while pupils divide on the board, then reveal it so a pupil can tap the quotient and divisor to check. The class confirms before moving on. Keep the board work brisk rather than over-explaining.

The practice set builds: 864 ÷ 24 = 36 is a clean warm-up; 1265 ÷ 23 = 55 stretches to four digits; the stretch 1794 ÷ 39 = 46 is the key one — round 39 to 40 and the class should predict an answer near 45 before working it exactly. The pupil produces the quotient on the board first; only then do they multiply the quotient by the divisor on the tool to hit the target, and the Check button confirms. Have the rest of the class call the estimate aloud before any digit is placed.