Give five seconds of quiet think-time before any hands go up, then take three hands-up answers. Listen for pupils noticing the shaded numbers all end in 0 or 5, and for anyone spotting the two straight columns — hold that thought, it's the whole idea of the lesson.

• Multiples of 2 — every column of even numbers; ask which columns stay bare.
• Multiples of 10 — one straight column; the tidiest pattern of all.
• Multiples of 5 — two straight columns; connect back to the hook.
• Multiples of 3 — this must be the final grid the class sees, because it is the slanting one the key one question hangs on. Ask why does this one slant when the tens ran straight down? before drawing out that landing three-along keeps drifting sideways on a ten-wide grid.

Talk this one through together — one pupil shades at the board while the rest of the class calls out the next number first, and the class agrees or corrects out loud.

Prediction happens verbally before the pupil shades the next number by hand; the explore grid does not reveal on its own, so keep the rhythm 'predict, then shade'. Watch for pupils reading the 4s as "every fourth number" rather than counting one-by-one. On the 9s, prompt the class to notice the near-vertical slant, one step left each row.

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 practice set rises from a single-table shade to a triple-common-multiple hunt. For the "in both 2s and 3s" round, prompt the class that these are the multiples of 6. For the odd-multiple-of-5 round, the class must shade every multiple of 5 that is not a multiple of 10 (5, 15, 25, 35, 45, 55 and the rest up the grid). For the last round, every common multiple of the 3s, 4s and 6s (12, 24, 36, 48 and the rest) must be shaded, then ask a pupil to say which three tables one of them sits in.