Show the pinned design for ten seconds, then take two or three hands-up answers on what pupils notice. Don't name the transformations for them yet.

First snapshot, reflection: ask what changed before naming it. Flip keeps size and corners the same; only the facing changes.

Second snapshot, slide: hold out for the difference — a slide keeps the shape facing the same way, only position moves. Revoice a strong answer: reflection flips it, a slide does not.

Use B3-style language throughout so pupils hear the change in the words they must use: corner started at B2, after the flip it is at E2.

Worked reference, reflection: B2 across the line between column C and D. B is two squares left of the line, so it lands two right, at E2. Letter jumps B to E, row stays 2. Method: count squares from the mirror line.

Worked reference, slide: same B2 slid three right. Add three to the letter — B, C, D, E — lands at E2. Method: add to the letter for a slide right.

Both land at E2, so stress HOW they get there, not a different destination.

Talk this one through together. Pupils take turns tapping; the class predicts the partner square before it appears.

Worked house, vertical mirror between C and D (B pairs with E, C pairs with D; row stays the same):

• Roof: B1→E1, C1→D1
• Window: B2→E2
• Walls: B3→E3, B4→E4, C3→D3, C4→D4
• Door: C5→D5

Method each time: count squares from the mirror line, then the same count the other way. Example: B is two squares left of the line, so it lands two right at E on the same row.

Watch for the common slip: a square on the mirror line stays put, it is not doubled. Revoice: every shaded square is the same number of squares from the line as its partner.

This is individual paper work at the pupils' seats, not an on-screen interactive. Every pupil works on their own labelled grid. The four prompts rise in difficulty, so everyone starts at the first and the strongest reach the fourth as an extension.

Before they begin, put the worked directions on the board and talk them through once: Start at B2. Reflect across the line between C and D (count squares from the line: B is two left, so lands two right at E2). Then slide three right (add three letters: B to E, E to H). End references E2 and H2. Stress the order: starting grid reference, transformation type, new grid references.

The four coreProblems below carry worked answers, use them as your exemplars when you circulate so you can check pupils' references quickly. Prompt for the grid-reference order: letter across first, then the number. Watch for pupils who slide and turn at once; a slide keeps the picture facing the same way. Also watch for directions that name only the end squares and skip the starting place or the transformation type.

Keep the board free of pupil work during this step. The redraw-from-directions test happens in the wrap-up, not here.