Show the final position after both moves have been applied. Point to the mirror line (the vertical line down the middle) and name it, so pupils can see which line the triangle was reflected across. Take two or three hands-up predictions on the swap-the-order question, but do not settle it yet — the lesson is built to answer it.

Give five seconds of quiet think-time before any hands go up.

Reminder before starting: flip across a line sends the shape to the other side; a quarter-turn clockwise goes the same way as clock hands.

Journey 1 (slide 4 right, then flip across y-axis): watch the full journey. Ask what stayed the same about the triangle itself, size and shape never change.

Worked order check (the missing LO2 demo). Same start, same two moves, both orders. Point to the start square each time so nobody restarts from the wrong place.

• Order A: slide 4 right → freeze and name the intermediate square → flip across y-axis → mark final square (e.g. flag it with a finger or a counter).
• Order B: back to the original start → flip across y-axis → freeze → slide 4 right → mark final square.
• The two finals are different. Short revoice: for this slide and flip, order matters.

Slip to watch: pupils who apply Order B's slide from the Order A intermediate, or who flip then slide left to "undo". Always restart Order B from the original start.

Journey 2 (flip across x-axis, then quarter-turn clockwise): slow down, flip-then-turn is easy to muddle. Trace the turn slowly, same way as clock hands. No need to swap order here unless a pupil asks.

Journey 3 (slide 2 right, then slide 3 up): hold out for a pupil to notice that swapping the two slides lands in the same square. Contrast with Journey 1: two slides can swap; a slide and a flip usually cannot. Also point out the two slides finish like one slide of 2 right and 3 up from the same start.

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

For each sequence, apply the first move, freeze, read off the vertices, then apply the second. The third sequence (3 right then 3 left) returns the shape to its start — let a pupil notice that the two moves undo each other before you confirm it. Watch for pupils who apply the second move from the original position rather than from where the first move left the shape. With three sequences in the slot, keep the first two brisk so the third (the undo pair) is not rushed; if time is tight, drop the middle sequence to two.

This is the practice round — pupils take turns at the board, check each answer, and the class confirms before moving on. Move briskly through the first three rounds (about 1.5 minutes each) so the final round, which is the lesson's key idea, has real time. Keep the board work brisk rather than over-explaining.

On the final round more than one answer is right — the target is a position on the grid, so any pair of moves that lands the shape on it is correct, not just one fixed move-list. Let two different pupils show two different pairs that both land on it, and revoice that they are equivalent moves.