Take two or three hands-up answers, not open call-outs. Listen for whether pupils connect the minus sign to direction (left / down) rather than to a smaller number. This is the one new idea for the lesson — both co-ordinates can now be negative, not just one.

Walk each example aloud, one at a time.

• (−5, 2) — point at the minus and say 'minus means go the other way: left'.
• (3, −4) — stress that only the y is negative here, so we go down.
• (−6, −1) — both negative, both opposite directions.
• Read-back point — ask the class to look across first (four right), then up or down (two down), and agree the pair is (4, −2) before the label on screen confirms it. This rehearses the reading skill before the practice steps.

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

Alternate the two skills deliberately: place a point with its label hidden and ask the class to read it (reveal the label only once they agree), then call a pair and ask a pupil to plot it. Rotate four pupils. Watch for the swap error — a pupil who reads (4, −2) as (−2, 4) has read up-before-across. Revoice: 'always across first, then up or down'.

This round is the practice bank — 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 first three are straight plotting, mixing the signs. The fourth rehearses reading a placed point and then plotting from it, both skills already practised today. The complete-rectangle challenge is the high ceiling: pupils must reason about which corner is missing rather than transcribe a pair. Let the class predict each answer before the pupil at the board taps Check.

Recap the across-first rule one last time before pupils move to the activity book. The reading-and-plotting fluency built here is the foundation for translating shapes next lesson.