Take three hands-up answers on the difference before steering toward a single observation: 'the pizza is cut into equal slices because we are showing fractions; the pie chart shows different-sized slices because the data is different.' Do not reveal the rule yet. Watch and Notice builds it.

Walk each example aloud, pausing on each pie before moving to the next.

• Favourite fruit: point at the apple slice and say 'twelve out of twenty-four is half'. The 180° angle on the readout matches the half-circle the class sees.
• Equal data: contrast directly with the pizza from the hook. Same shape, same divisions, but now the slices are equal because the DATA is equal, not because we cut equal pieces.
• School travel: anchor the dominance of Walk. Half the pie means half the class. Pupils should call that out before you do.
• Favourite sport: deliberately pick the just-over-half case so pupils see that 'biggest slice' and 'half' are not always the same thing.

Do not skip Equal data. The equal-data contrast is what makes the proportional-slice rule visible. Without it pupils carry away that pies are always uneven, which is wrong.

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

Useful starter prompts to feed the class: 'how many would we need in each category to make the biggest slice exactly half?', 'can we make four equal slices?', 'what happens if one category goes to zero?'. The percentages and angle readouts update live as the counts change, so pupils can predict before each edit and check after.

Rotate four pupils through the IWB so several get a turn typing counts. Keep the pace brisk: a short prediction first, then the edit, then a quick check.

This round is the practice bank — 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.

Watch the percentages bar update on each tap: the friendly ones (50%, 25%, 12.5%) snap to small totals like 4-2-1-1 or 8-4-2-2. The harder ones force pupils to think about totals first: 'how many pupils altogether before the counts can land on these percentages?'.

• Challenge 4 (GAA half) is the trickiest of the friendly bank: pupils sometimes try 5-3-2 and check, then second-guess themselves because the half-slice looks bigger than they expected.
• Challenge 5 (five lunches) needs a total of 20 before the counts settle. Hint pupils toward picking a friendly total first.

If a pupil's counts produce the correct percentages but use different numbers (e.g. 8-4-2-2 instead of 4-2-1-1), the answer still checks — the pie shape is the answer, not the specific counts. Revoice why.