Show the packing scenario as pupils settle. Cue the choice first: length/height → ruler, mass → weighing scale, liquid → measuring jug. Worked example end to end: books and box are heights, so ruler (not scale or jug); read 60 cm and 24 cm; only then divide later. Take three hands-up answers on what we need first, not open call-outs. Steer toward we need the two heights off the ruler first. Slip to watch: pupils jumping straight to 60 ÷ 24 without naming the tool. Do not confirm the full answer yet; the lesson builds to it.

Three worked problems on screen, one more spoken

• Books in a box — 60 cm box, 24 cm books. Read both heights off the ruler, then 60 ÷ 24 = 2 (with 12 cm to spare). Draw out that 2 books stack, not 3 — the leftover 12 cm is not enough for a third book.
• Flour into batches — a 1 kg bag shared into 200 g batches. First make the units match: point to '1 kg = 1,000 g' on the board and say why (1,000 grams in every kilogram), then 1,000 ÷ 200 = 5 batches.
• Filling a jug — a 2 l jug filled from a 250 ml glass: make the units match (2 l = 2,000 ml), then 2,000 ÷ 250 = 8 glasses.

After the three on-screen problems, work a fourth aloud if the class is with you: four 30 × 20 × 10 cm shoeboxes into a 60 × 40 × 20 cm carton, 8 fit — count the layers together on the board.

The through-line to name each time: read first, match the units, then calculate, and keep the unit.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

• Shelf and folders — read 90 cm off the ruler, then 90 ÷ 3 = 30 folders.
• Pasta pack — the 750 g is given in the words, then 750 ÷ 250 = 3 portions.
• Bottle and cups — match the units (1.5 l = 1,500 ml, because 1,000 ml in every litre), then 1,500 ÷ 300 = 5 cups.

Only the shelf is on the board to read; be clear that the pasta and bottle figures are given, so pupils don't hunt for a scale that isn't there. Ask what number are we using, and how did we get it? before accepting an answer.

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.

• Ribbon: 48 ÷ 8 = 6 lengths.
• Rice: 900 ÷ 300 = 3 bowls.
• Carton: match the units (2 l = 2,000 ml), then 2,000 ÷ 400 = 5 glasses.
• Shelf: 60 ÷ 4 = 15 books, exactly — no space left over. Ask the class to predict whether there will be a leftover before the reveal; 'none' is the right answer here.

The last one lands exactly with no remainder — a satisfying contrast to the books-in-a-box example, which had 12 cm to spare. Draw that comparison out.