Display or sketch a round soda bread and take three hands-up answers, not open call-outs. Listen for the word quarter and for any pupil who says the pieces must be "fair" or "the same" — revoice that as equal parts, the key idea of the whole lesson.

Walk each example aloud, one snapshot at a time. Each time say the same sentence frame: "one whole, cut into [N] equal parts — each part is one [name]." The first time you reach the bottom number, say the word denominator and point to it on screen so pupils see the word and its meaning together.

• Halves and quarters — point out that cutting into more parts makes each part smaller, not bigger.
• Thirds — pupils often think odd numbers of parts "don't work"; show the three slices are still fair.
• Fifths — the punchline: these are the smallest pieces of the four, which sets up the wrap question.

Break the beat between snapshots: after each reveal, ask the class a quick question — "how many equal parts this time, and what is one piece called?" — and take a couple of hands-up answers before moving on, so the watch beat does not run unbroken. Keep returning to the words equal parts and denominator on every slide.

This short beat builds the numerator on screen before pupils have to use it in the challenge. Say it plainly: "the bottom number is how many equal pieces; the top number is how many we colour in." Ask one quick question — "if I wanted three quarters, how many pieces would I shade out of four?" — and take a named pupil's answer to check the idea has landed.

This round is for talking it through together — pupils take turns at the board and the class agrees or corrects out loud. For pupils at their seats, watching the board and agreeing aloud is their participation.

Call a fraction (one half, then one quarter, then one third, then one fifth). A pupil sets the slice count and shades one piece. Before they shade, ask the class: "how many equal parts do we need?" Rotate four pupils so each names and builds one fraction; if time allows, loop a second pupil through to confirm each one. Watch for the slip of shading the right count but with uneven-looking slices — remind them the tool keeps them equal, but the denominator is the number of parts.

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.

The last target, two thirds, is the step up: pupils must shade two of the three parts, not one. Ask a named pupil: "how many of the three parts do we shade for two thirds?" For each target ask "are the parts truly equal?" before pressing Check.

Close by repeating the lesson's one big idea: equal parts. A quick thumbs-up check — "who can tell me what the bottom number of a fraction means?" — surfaces any lingering confusion before the next lesson.