Write both questions on the board. Take two or three hands-up answers, not open call-outs. Steer the class to notice the travel question has a small, tidy set of answers (walked, car, bus, cycled) while a favourite-county question could give almost as many answers as there are pupils.

This is a static display snapshot — point at each row and count aloud rather than tapping. Walk each row slowly:

• Apple — four single strokes, then show what the fifth stroke does (the gate).
• Banana — one full gate plus two: count five, six, seven.
• Orange — fewer marks; let the class read it off.

Emphasise the fifth stroke goes across as the make-or-break move so the count stays in fives.

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

Go round the room so every pupil states one subject; with the whole class spread across four rows, the popular rows will pass five several times, so each rotating pupil is likely to draw a fifth stroke. Watch for the fifth-stroke slip: many pupils draw five separate strokes instead of crossing four. Pause at every fifth mark and ask does this stroke go across? Rotate four pupils through adding marks so several get a turn at the gate.

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.

All four questions are parallel whole-class yes-questions, and each adds exactly one row of yeses to the chart. With the whole class answering, the yes-counts will often pass five, so the gate-marks matter most — keep stopping to count rows in fives so pupils feel why fives are faster than ones. Rotate a different pupil to record each round.

Recap the gate-mark as the day's big idea. Flag forward to frequency tables without going into detail.