Display the finished travel-to-school tally as pupils settle. Say the word tally aloud and remind the class in one line that every fifth mark crosses the four before it. Take two or three hands-up answers for which row has most, then press on the second question: can you say the number without recounting every line? Let the difficulty sit for a moment — it sets up why a frequency table is worth having.

Walk each example aloud, one at a time, pointing at the gates on screen.

• 13 — count the two gates in fives (five, ten) then the loose marks (eleven, twelve, thirteen). This is the whole skill of the lesson.
• 5 — emphasise that a full gate is always five, no recounting needed.
• 0 — the empty row catches people out; the number 0 still belongs in the column.

These are static snapshots — point and narrate, do not tap or drag.

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

Call one pupil up per row to fill the frequency. The rest of the class checks the number against the marks before you accept it. Insist on five, ten, then count on rather than counting every stroke. When you reach the empty row, pause and ask the class what number goes in — the 0 must still be written.

When all four frequencies are in, model the two reading moves on the board so pupils see them before producing them later:

• Total — add the four frequencies aloud, 13 + 5 + 8 + 4 = 30, the number of pupils counted altogether.
• Difference — take the most chosen (Walk, 13) and the least chosen (Bus, 4) and subtract: 13 − 4 = 9 more. Name this move plainly: finding a difference means taking the smaller number away from the bigger one.

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.

Narrate the bank as it climbs in difficulty, and on each row use the count the gates in fives first, then the loose marks callout. The total and difference questions are the stretch. The difference move was modelled in Try It Together, so remind the class of it before they tackle it here: find the most chosen and the least chosen, then take the smaller away from the bigger. Let a confident pupil work it at the board while the class predicts the answer first.