Take two or three hands-up answers. Listen for pupils reaching naturally for "count across" and "count up" language, even if they say it awkwardly. Don't settle on the correct order yet, that is the point of the lesson.

Point to the bottom-left corner first and say this is (0, 0), where we start counting from. For each point, run one finger along the bottom to the across number, then up to the point, saying the two numbers in order. Hold out for the order: across before up, every time. Ask the class to predict the counts before you reveal each one. The point at (1, 1) catches pupils who think the corner itself is (1, 1); make clear the corner is (0, 0) and (1, 1) is one step across and one step up from it.

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

The star is already plotted at (6, 3); for that one, ask the class to read its reference aloud by counting across then up before the pupil places a point on it. Call one pupil up per task. For (4, 1) and (2, 3), ask the class to predict the point before the pupil places it. Watch for pupils who count up first and land in the wrong place, then revoice: across first tells us how far along, up tells us how high. The (5, 5) point is a nice reminder that the two numbers can be the same and still mean one clear point.

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 from a single point to placing four corners of a square. The star sits at (6, 3), the same spot pupils saw in Try It Together. On the hidden-ship one, ask the class to predict which point before checking. On the last one, the four references land on the corners of a square — a good stretch for the pupils who are secure. Keep revoicing across, then up whenever a miss comes from the wrong order.