Display the pizza image as pupils settle. Take three hands-up answers, not open call-outs. Don't confirm the answer yet — let the lesson build it. Listen for whether pupils say 'three out of eight' or jump straight to 'three-eighths'.

Reveal each example one at a time on the board so pupils are not reading ahead through all four paragraphs at once. Walk each example aloud, pointing at the screen, and name it in words before you write the symbol.

• 1/2 — say 'one out of two equal parts', then 'one half', before writing the symbol.
• 3/4 — ask the class to read it back before you do.
• 5/8 — tie it back to the pizza in Getting Started: this is the same pizza.
• 7/12 — draw out that the bigger the bottom number, the smaller each slice. This is the lesson's key idea.

Keep saying 'equal parts' every time — pupils who slip into 'three out of eight' with unequal parts are the ones to watch in the practice steps.

This round is for talking it through together — pupils take turns at the board and the whole class reads the fraction back to agree or correct it out loud.

The explore-mode slicer lets the pupil reset the number of slices to match whatever fraction you call, so it adapts to 1/3, 2/5, 3/6 and 4/8. It is seeded at 3 slices to start (a working state, ready for the first call of 1/3). Call fractions that vary the denominator: try 1/3, 2/5, 3/6, 4/8. For each one, ask the class first 'how many equal parts should the pizza be cut into?' (the bottom number) before the pupil resets the slices. Then 'how many do we shade?' (the top number). Revoice a strong answer: so the bottom number sets the slices, the top number sets how many we colour.

Watch for pupils who shade the right count but on unequal-looking slices — the slicer keeps them equal, so point out the screen does the fair-sharing for us.

Run the seat-folding as the lead activity first, then use the board to confirm each step. Hand out the fraction_strips printable (or plain paper strips). Run it as a folding sequence at the seats:

• Fold in half, shade one part: 1/2.
• Fold again into quarters, shade one part: 1/4, then shade three: 3/4.
• Fold once more into eighths, shade five: 5/8.
• Stretch row for fast finishers: fold a fresh strip into thirds without measuring — let them problem-solve the curl-and-check method, then shade 2/3.

After each fold, a pupil makes the called fraction on the board using the pizza-slicer in challenge mode and presses Check; the class confirms. Watching the board IS the participation for pupils waiting their turn. Keep the board work brisk rather than over-explaining.

Keep this brief. The forward link to equivalent fractions sets up the next lesson without teaching it now.