Take three hands-up answers, not open call-outs. Give five seconds of quiet think-time before any hands go up.

You are only fishing for the order here (multiply the cost first, then divide) — don't work the numbers yet. If a pupil jumps to €6, revoice: good, but which sum did you do to get there, and what was the step before it?

Ask the class to name the two operations before each example; take two hands-up. Pause for a prediction before every reveal, same invitation each time.

Buns, 6 at €1.20 shared between 3. 'Each' signals multiply, 'share' signals divide. 6 x €1.20 = €7.20, then €7.20 ÷ 3 = €2.40. Sketch a ratio bar: one whole bar for the total, then split into 3 equal parts. The total is the bridge into step two.

Estimate beat, do slowly: each bun about €1, six is about €6, shared 3 ways about €2 each. Reveal €2.40 landing near €2 confirms the operations. If it had come out €20 each the estimate would have flagged the wrong operation.

Change from €50, three items at €7.50. 'Each' multiplies, 'change' subtracts, a different pair from example one. Estimate: three at about €8 is roughly €24, so change from €50 about €26. Exact: 3 x €7.50 = €22.50, then €50 - €22.50 = €27.50. Ask why subtract this time when last was divide, the word 'change' is the clue.

Trip, the escalation, three steps that feed each other. Bus €90, entry €4 each for 20 pupils, want cost per pupil. Step 1: 20 x €4 = €80. Step 2: + €90 = €170. Step 3: ÷ 20 = €8.50 per pupil. Stress the order cannot be swapped since each answer feeds the next.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud. Surface each problem on the board only as the class reaches it, rather than showing all three at once, so pupils aren't holding three sets of numbers in their heads.

Start by modelling a quick estimate on the first problem (about 8 × 60c is roughly €5, shared between 4 is about €1 each) so pupils see the estimate they used in Watch and Notice carried straight into their own practice. Pupils can sketch a bar for each problem on their plan-then-solve recording sheet to show what step 1 produces before step 2 shares or subtracts.

These are paper/seat problems surfaced as a task list — there is no on-screen tool to drive. Work each one on the board strand by strand: name the operation for step 1, take the answer, then name the operation for step 2.

• Pencils: 8 × 60c = €4.80, then €4.80 ÷ 4 = €1.20. Watch pupils who forget to keep the cent trailing zero.
• Stickers: 5 × €1.40 = €7.00, then €10 − €7.00 = €3.00. Listen for the change signal driving the subtraction.
• Trip: 30 × €6 = €180, + €120 = €300, ÷ 30 = €10 per pupil. This is the pause where the multi-step plan pays off — have the class name all three operations in order before anyone calculates.

These are the practice questions — 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.

These are seat/paper puzzles surfaced as a task list — there is no on-screen tool. Solve each clue on the board, then carry its answer forward.

• Clue 1: single step — a warm entry so everyone gets in.
• Clue 2: two steps — the operation for each must be named before working.
• Clue 3: three steps and the key one — the running answers chain together, so a slip early on shows up at the end. All operations here stay on whole-number and simple money working consistent with the rest of the lesson.

Close with the journal-entry beat below before the maths-talk wrap.