Show the shape before and after, and take two or three hands-up answers in the pupils' own words.

Do not name the word slide yet, and do not offer turn or flip either. Let pupils describe what they see first, then you name it in the next step.

The shape is a corner shape rather than a square on purpose: a square looks the same whichever way you turn it, so on a square a slide and a turn are impossible to tell apart.

Point to one corner in each picture and ask the class to find where that one corner has landed. Revoice: so every corner moved the same, and the shape is still pointing the same way.

On the left and up examples, stress that a slide works in every direction, not just right and down — pupils will need all four directions shortly.

Head off the common slip: pupils confuse a slide with a turn. Ask on the second example whether the triangle has spun at all — it has not.

The interactive stays in explore mode and does not reset between turns, so the shape starts each slide from wherever the last pupil left it. That is fine: a slide is a relative push, so every prompt is unambiguous no matter where the shape currently sits. Name one slide at a time, then have an individual pupil drag the shape that many squares from its current spot. Before a pupil lets go, ask the class to predict where one named corner will land. Keep it brisk — rotate four pupils. Watch for pupils who accidentally rotate the shape while dragging; the readout will show it faces the same way when done correctly.

The third and fourth prompts rehearse left and up, which the class just saw in Watch and Notice. For the fourth prompt, slide it 3 squares up, ask the class to picture the shape rising three squares from where it currently is before the pupil drags, so an upward slide is not new when they meet it in the challenge.

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.

For each target, have a pupil slide the shape to match the dashed outline, then press Check. Ask the class to say the slide out loud first ("how many across, how many up or down?"). The last one slides up — the class met an upward slide in Watch and Notice and rehearsed one in Try It Together, so ask them to picture it going up before they drag.