N01 · Quiet music-card stageYear 2 Maths · T2 W13–14 · Teacher · Teacher / Next / N01

Id

N01

Original component

A-first-Q1

Target criterion

Identifies start A4 and target C2 in the declared row/column convention.

New job title

Quiet music-card stage

Source

Fictional paper scene: Quiet music-card stage. There are 4 columns A to D, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: D1. The name-card is at A1; the spare-card is at D5. All cells inside the grid are open. Proposed instruction: 3 cells right, then 4 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Teacher moves

Read the full Quiet music-card stage scene and its labels neutrally. Point across the columns, then down the rows, without moving the target. Model the start label and ask which row/column identifies the target. Let a learner direct a helper; a mathematically chosen label is recorded as help.

Worked possible response

Start A5; target D1. The column names run left to right and row names top to bottom.

Guided source

Fictional paper scene: Quiet music-card stage—new guided scene. There are 4 columns A to D, left to right, and 3 rows 1 to 3, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: D3. Target: B1. The name-card is at A1; the spare-card is at D1. All cells inside the grid are open. Proposed instruction: 2 cells left, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Guided invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Guided staff possible response

Start D3; target B1. The column names run left to right and row names top to bottom.

Receive own steps

Read/hear the whole new source and name the actual requested job.

Receive the learner’s own idea in their usual communication before the staff response.

Teach the precise relationship using the separate complete model; name mathematical hints.

Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly names both positions and uses the declared row/column convention.

Observe and next

Record the exact relationship available in the response and the help, leaving absent evidence open. If it is missing, repeat that same relationship on a smaller complete source. If secure, change the scene/quantity or representation explicitly; do not infer annual mastery.

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

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