Display the four shapes and take three hands-up answers, not open call-outs. Most pupils will spot the circle (no straight sides, no corners); accept any reasoned answer and revoice it as 'so you are looking at the sides and corners to decide' — that sets up the whole lesson.

Walk each shape aloud, one at a time, tapping each side and corner on the board as its number highlights.

• Triangle — count the three sides, then the three corners; point out the count matches.
• Square and rectangle — both four sides, four corners; the difference is side length, not number.
• Circle — no straight sides, no corners is the key noticing; one curved edge. Pause and let the class say it back.

This round is for talking it through together — a pupil taps at the board and the class agrees or corrects out loud.

Send a pupil to the board to tap each side (numbering them) and each corner on the shape shown, then name it. Have the class call the count back together, and revoice a strong answer so the room hears a classmate reason it out. Watch for pupils who count a corner as a side or skip the side they started on — prompt 'where did you begin? count that side once.' Between turns, hold up one of your paper shapes (triangle, square, a many-sided shape) for a couple more pupils so several get a turn, not just one.

This round is the practice bank — a pupil answers at the board, the class confirms, then the board moves to the next question. Keep it brisk rather than over-explaining.

Run the four challenges in order. The third one is the thinking one: hold up a paper square and slowly turn it onto its corner while pupils watch, then ask 'did turning it change the number of sides?' The on-screen count confirms it is still four sides, four corners. The circle answer is zero straight sides — make sure pupils say zero, not 'one'.

Recap the key noticing: name from parts, and turning a shape never changes its sides or corners. The Pupil Practice page reinforces counting sides and corners on a wider set of shapes.