Year 2 Maths · Term 2 · Weeks 13–14

A route must fit its map

Useful outcome

Make a small guide a reader can use to locate a feature or follow a complete route on a paper scene.

Start with actual learning

Offer a new 2 by 2 paper scene with a named start/target; explicitly teach top/bottom/left/right and the labels before this task. Familiarise the child with the supplied scene by neutral reading; do not show the route answer.

Large paper/pen, optional safe large markers or tactile labels. No purchase, robot, screen, outing, real money or private location disclosure is required. Choose one route, not all three.

Whole ordinary source

Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

After-own teacher model

The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.

Different guided try

Fictional paper scene: New blocked-card route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A3; the target is at C1. guide card is at D4. The closed cells are B3: neither enter nor pass through them. The supplied instruction is 2 cells up, then 2 cells right. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

After-own guided staff possibility

The successive marker cells are A3, A2, A1, B1, C1. The supplied route ends at C1. It makes 4 one-cell moves; its 5 recorded positions include the initial position. It is legal inside this supplied grid.

A flexible teaching session

  1. 0–3 Name the useful job and receive a first own idea from the whole ordinary source.
  2. 3–9 On separate adult work, explicitly model the mathematical relationship using the complete source and after-own staff account.
  3. 9–15 Give the complete different guided source. Let the learner direct/describe before showing its staff possibility. Note mathematical hints.
  4. 15–22 Choose one full route and make a useful own guide; switching, rest or a shorter component is allowed.
  5. 22–25 Receive one fresh component from an eligible neutral family or a new changed full source before its staff model.
  6. 25–29 Keep one practical result and identify one specific next teaching opportunity from actual evidence. These timings are adjustable.

These are unpiloted adjustable timings. Choose one route; a shorter offer, rest or return is welcome.

Choice · Repair the game route

Fictional paper scene: Repair the game route. The grid has 4 columns, labelled A to D left to right, and 4 rows, labelled 1 to 4 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at B2; the target is at C3. spare-card box is at A4; guide card is at D1. The closed cells are C2: neither enter nor pass through them. The supplied instruction is 1 cell right, then 1 cell down. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

  1. Receive a first idea with no supplied solution.
  2. Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.
  3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
  4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.
After-own route possibility

The successive marker cells are B2, C2, C3. The supplied route ends at C3. It makes 2 one-cell moves; its 3 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is down 1 cell to B3, then right 1 cell to C3; neither cell is closed.

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Choice · Museum model with a closed square

Fictional paper scene: Museum model with a closed square. The grid has 5 columns, labelled A to E left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at C4; the target is at D2. sketch card is at B1; label card is at E3. The closed cells are D4: neither enter nor pass through them. The supplied instruction is 1 cell right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

  1. Receive a first idea with no supplied solution.
  2. Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.
  3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
  4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.
After-own route possibility

The successive marker cells are C4, D4, D3, D2. The supplied route ends at D2. It makes 3 one-cell moves; its 4 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. One repair is up 2 cells through C3 to C2, then right 1 cell to D2. The endpoint is unchanged; the path avoids D4.

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Choice · Closed-space sign plan

Fictional paper scene: Closed-space sign plan. The grid has 4 columns, labelled A to D left to right, and 5 rows, labelled 1 to 5 top to bottom. All cells have the same size. Up means towards the top of this page, down towards its bottom, left and right across this page. Moving one cell reaches the neighbouring cell; diagonal moves are not offered. The start marker is at A4; the target is at D2. spare sign is at B1; title card is at C5. The closed cells are B4: neither enter nor pass through them. The supplied instruction is 3 cells right, then 2 cells up. Follow its instructions in the stated order. This scene is supplied information, not an observed school place or a map at real-world scale.

Use or repair this instruction so a reader can find the stated target. Name the positions and show a check.

  1. Receive a first idea with no supplied solution.
  2. Read all feature labels, mark the supplied start and target, then follow or repair the full instruction. Write/direct a complete checking route.
  3. Try the idea on the same complete paper source; an agreeing helper moves or scribes exactly as directed.
  4. Keep one useful guide and one checking sentence. A proposed reader test stays proposed.
After-own route possibility

The successive marker cells are A4, B4, C4, D4, D3, D2. The supplied route ends at D2. It makes 5 one-cell moves; its 6 recorded positions include the initial position. It enters a closed or outside cell, so the route is not legal even if its endpoint matches. A safe repair is up 2 cells A4→A3→A2, then right 3 cells through B2/C2 to D2.

Choose a different legal route on this same source and state every one-cell instruction. Do not quietly move a feature.

Speech, signing, AAC, pointing, marks, tactile row/column labels or exact dictation are available. Record any supplied mathematical choice separately; pause/skip/solo work is fine.

Notice and teach next

Reaches the target through a closed cell and calls the whole path legal. Trace every position, not just the final one.

Look for correct feature positions and a complete legal instruction with a replayable check. Different valid routes are accepted; speed, handwriting, map decoration or coordinate vocabulary alone are not success.

An eligible single neutral component may inform teaching; completing every held source is unnecessary.

Choose the exact matching component-specific complete NEXT after receiving the actual response. If the relationship is unavailable, teach it; leave unobserved components open.

Dated original planning status · 13 October 2026

Original unpiloted WRITTEN plan; no administered assessment, implemented helper or live lesson claim.