Display a 5×5 dot array as pupils settle. Take three hands-up answers to "how many dots along one side?" and "how many altogether?" before revealing that 5 × 5 = 25.

Give five seconds of quiet think-time before any hands go up.

Prediction moments are think-only: thumbs up, then take a couple of hands.

4 squared: four along, four up, sixteen. Stress both factors are the same, that is what makes a square number.

5 squared: ask "how many more than sixteen?" before revealing 25 (nine more).

6 squared is the key one, thirty-six. On the model point to the new bottom row of six, the new side column of five, and the shared corner, so they see we add 6 + 5 = 11, not twelve.

Land it: gaps are 9 then 11, rising by 2 each time, the odd numbers.

This round is a whole-class board build — one pupil at a time drives the area model while the class predicts aloud and agrees or corrects together.

For each square, the pupil at the board sets both factors equal and reads the total; the class predicts before the build reveals it. After 8² and 9², ask the class for the gap between each pair (15, then 17) and confirm they are the next odd numbers after 13.

These are the practice questions — one pupil at a time drives the board build while the class predicts and confirms before moving on. Keep the board work brisk rather than over-explaining. If a pupil gives a clear gap explanation, revoice it for the whole class rather than pairing pupils up mid-step.

For the optional stretch, guide toward 9 + 16 = 25 (that is 3² + 4² = 5²). Let a pupil test their own pair on the board before you confirm it.