Write ⅔ and ¾ on the board. Take three hands-up answers, not open call-outs. Listen for the wrong move '¾ is bigger because the numbers are bigger' and the right instinct 'we need the slices to be the same size first' — don't resolve it yet, that is the job of Watch and Notice.

Walk each example aloud, one at a time.

• ⅔ vs ¾ — say the common denominator 12 out loud and show the renaming: ⅔ = 8/12 (×4), ¾ = 9/12 (×3). Then show how the 9/12 strip clearly reaches past the 8/12 strip. Revoice the hook: 'so the bigger top number 3 was a fair clue here, but only after we made the slices match'.
• ⅚ vs 7/9 — this one catches people: 7 is bigger than 5, but ⅚ wins. Emphasise that renaming to eighteenths is what settles it.
• Four fractions — this is the key new move: name one common denominator (12) for all four, rename each one, then read off by strip length. The order is ½, ⅔, ¾, ⅚. Say clearly that the same renaming trick works whether we have two fractions or four.

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

Call a pupil up to shade each fraction, then ask the class 'what denominator would let us compare all three of these fairly?' before renaming (12 works). Push for the reasoning, not just the answer: 'how do you know ½ is bigger than ⅓ when 3 is the bigger number?' Watch for the pupil who orders by bottom number alone — pause and rename a pair to settle it.

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.

For each set, agree the common denominator with the class first (it is printed in each set's label), then send a pupil up to shade and find the order. Sets 1 and 2 share friendly denominators (6 and 10); by sets 3 and 4 the fractions are close together, so renaming to the shared denominator is the only safe way — head off any eyeballing. Use the Check button as part of the narration: 'yes — that's the order, well spotted'.

Keep this brisk. Tie the closing point back to the lesson: renaming to a common denominator is the engine for the next few lessons too.