Take two or three hands-up suggestions, not open call-outs. Listen for any answer that uses a number for 'across' and a number for 'up' — revoice it as so you need two numbers: one for across, one for up. Don't resolve it fully here; the grid is built in the next step.

Same rule each point: along the corridor, then up the stairs. Start at the corner where the number lines meet.

(3, 4) — 3 along, then 4 up. Trace the 3 across with your finger before going up; this is the core move.

(5, 0) — second number 0, so 5 along and no move up. Stress the point lives on the across line, not above it.

(0, 6) — mirror case: first number 0, so no move along, just 6 up. Sits on the line running up.

(7, 7) — both 7, but still two separate moves: 7 along, then 7 up. Ask the class to compare the two journeys; same length here, point lands on the slanting line where across matches up.

This round is for talking it through together — one pupil plots at the board and the watching class agrees or corrects out loud.

Call four points and rotate four pupils to the board, one per point. For each one, ask the watching class did they go along first, then up? before confirming. Watch hardest for the pupil who counts up before across — revoice the slip rather than just correcting it. The two zero-co-ordinate points are the ones to slow down on.

These are the practice questions — 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 challenges climb from a single point to a triangle to the complete-the-square task to a four-point square. On the complete-the-square challenge, three corners are already on the grid, so ask the class to predict where the fourth corner goes before the pupil places it. Watch for the swap slip where a pupil enters the up number before the across number.

Keep this brief. Recap the along-then-up rule once more, then signpost the four-quadrant plane coming next so pupils expect the grid to grow.