Write 4 + 3 × 2 on the board and take three hands-up answers, not open call-outs. Both 14 and 10 will come up — write both up and leave them there. Do not resolve it yet; the whole lesson turns on this being an open question until Watch and Notice. If nobody offers 10, that is fine — the point is that a second answer is possible.

4 + 3 × 2: the key one. Point back at the two answers from Getting Started. × before +, so 10 was right all along; left to right wrongly gives 14.

(4 + 3) × 2: same numbers, only the brackets are new. Ask what the brackets did. Bracket first gives 7, then × 2 = 14 — the answer flips.

5 + 6 × 2 − 8 ÷ 4: pause here. Get them to predict which two run first, then point those out on the snapshot. × and ÷ first (6 × 2 = 12, 8 ÷ 4 = 2), leaving 5 + 12 − 2; then + and − left to right give 15.

Static snapshots — point at the operation being worked, don't tap or drag.

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

For (8 − 3) × 4 + 6: the bracket goes first (8 − 3 = 5), then × 4 = 20, then + 6 = 26. Ask a pupil to predict the first step before tapping.

For 20 − 2 × (3 + 4): this is the tricky one — pupils want to do 20 − 2 first. Head that off. The bracket (3 + 4 = 7) goes first, then 2 × 7 = 14, then 20 − 14 = 6. Revoice a strong answer: the multiplication reaches across before the subtraction, even though the subtraction is written first.

Let a different pupil work each expression; the history strip records each step so the class can look back.

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.

The practice set builds and uses fresh numbers, so pupils apply the rule rather than recall demo answers. Expected answers: 6 + 5 × 2 = 16 (× before +), (9 − 4) × 3 + 7 = 22 (bracket first), 30 − 3 × (2 + 5) = 9 (bracket reaches across the subtraction), 8 + 4 × 3 − 12 ÷ 6 = 18 (all four operations). Before each Check, have the class predict the final value. Use the ✓ as part of the narration — on the last one, yes, 18, that's it. The fourth is the pause: the key one of the whole bank, where every rule they've met is in play at once.