Take three hands-up answers, not open call-outs. Do not settle it yet — this is the question the whole lesson answers. Listen for the very common belief that = means 'the answer comes next', and just note it aloud without correcting: some of you are saying it has to be on the right — let's test that today.

Work each reveal live, pausing for the class question before naming what the beam shows.

• 5 + 2 vs 7 — the beam is level. Ask what the level beam is telling us before naming it: both sides weigh the same.
• 4 + 3 vs 8 — the beam tilts down on the right. Take two hands-up answers to 'do the sides match?' before revealing: this side is heavier, so the sentence is not true.
• 6 + 4 vs 3 + 7 — name a pupil to predict before the reveal. The point is that both sides look different but both make ten, so it still balances.

Hold back the word 'true' until the class has said 'the sides match' in their own words first.

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

The widget shows 7 on one pan and an empty pan to fill. Bring pupils up one at a time to build a matching sum: welcome 5 + 2, 4 + 3, 6 + 1, and name that there is more than one way to balance the same value.

If the class is flying, you can clear the pans and set a fresh target by hand — try 10, then 12, then put 3 + 7 on one pan and ask pupils to level the other side without just copying 3 and 7 back (5 + 5, 8 + 2 also work). Revoice a strong answer: so the beam only cares about the total, not which numbers you used.

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.

For the last two, do the totalling step live on the board so pupils see it: build 5 + 4 = 9 on screen first, then 7 + 8 = 15. Ask for a prediction of the missing number before Check, then let the beam confirm. Revoice: you totalled one whole side first, then found the missing part.