Take three hands-up answers, not open call-outs. Pupils only need to describe the slice in their own words, such as one piece out of eight. Accept that warmly; the formal word one eighth is introduced on screen in the next step, so do not push for it here. Revoice whatever they offer toward the idea of equal sharing.

Point at each pizza in turn and say the fraction aloud with the class.

• One fifth — emphasise that all five pieces are the same size.
• One eighth — ask the class which is bigger, one fifth or one eighth, and why (more pieces, smaller each).
• Three tenths — count the shaded slices aloud, one tenth, two tenths, three tenths, so pupils hear the top number counting the parts.

This step is a Try Together: you lead from the board while the whole class reads and checks aloud, so keep it conversational rather than silent practice.

Name a fraction (a fifth, an eighth, a tenth), invite a pupil to the board to set the slices and shade, then have the whole class read it aloud. Watch for the slip of shading the wrong count when several parts are named (e.g. shading two when you said three tenths). Revoice a strong answer: so the bottom number told us how many to cut, and the top number told us how many to shade.

This round is the practice bank — pupils take turns at the board, check each answer, and the class confirms before moving on. The board re-cuts the pizza to the named denominator for every challenge (five, then eight, then ten, then eight again), so each pupil starts from a fresh whole. Keep the board work brisk rather than over-explaining.

Use the Check button after each build so the class sees the ✓. For three tenths and five eighths, pause and count the shaded slices aloud together before checking. Fast finishers can mouth the next fraction or simply watch the board.

Recap the three new fraction names quickly and check pupils can read a fraction with several parts shaded before moving on.