Show the four-quadrant grid on the board as pupils settle. Take two or three hands-up guesses about where (−3, 4) lands, no open call-outs. Don't confirm or correct yet — the next step builds the answer with the class. Give five seconds of quiet think-time before hands go up.

Grid numbering, anticlockwise from top-right: first quadrant top-right, second top-left, third bottom-left, fourth bottom-right. Point at each minus as it lands — minus on first number pushes left, minus on second pushes down.

(−3, 4): ask right or left? up or down? Left three, up four — top-left, so second quadrant.

(−2, −5): both signs minus, the both-directions case. Ask what makes it different from the first. Left two, down five — bottom-left, third quadrant.

(0, −3): the zero is the point. Sits on the y-axis, on the line, not in any quadrant. Head off the idea that every point has a quadrant number.

Talk this one through together — pupils take turns at the board and the class agrees or corrects out loud.

Run the four points in order — they spread one into each of the four quadrants, so the class meets the whole plane in one round.

• (4, −1) — right and down, fourth quadrant. A familiar-looking point with one flip.
• (−3, 4) — left and up, second quadrant (top-left). Ask which corner before the point lands.
• (1, 3) — a plain first-quadrant point pupils already know.
• (−5, −2) — both minus, third quadrant, out at the far corner.

Before each reveal, ask a pupil to predict the quadrant number; revoice a good answer (so both minus means left AND down, which is quadrant three).

This is the practice round — 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 practice set rises through the plane: an easy first-quadrant point, a one-flip point, a both-minus point, an on-axis point, then a stretch that asks pupils to plot three points and notice they line up. Watch for the reversed-order slip on the both-minus points — that is where the class most often lands in the wrong quadrant number.