The lesson starts with an intriguing ‘hook’, pupils are able to use reasoning^(ta) skills to find an answer to the problem and can then, later, formalise this in an algebraic context, using their informal work to support the transition to mathematical thinking^(ta). whole class^(ta) work supports this inquiry^(ta) into the data provided. Using a resource not targeted at mathematics specifically encourages pupils to think about maths outside of the classroom.