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.

Walk each example aloud, one at a time, saying along the corridor, then up the stairs each time.

• (3, 4) — trace the 3 across with your finger before going up; this is the core move.
• (5, 0) — stress that a zero second number means the point lives on the across line, not above it.
• (0, 6) — the mirror case; a zero first number means no move across at all.
• (7, 7) — ask the class to compare the across journey and the up journey; both are 7, so the two moves are the same length here.

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.

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 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.