Students follow ten numbered steps on a lettered shape grid, colouring, circling, counting and drawing, then write two directions for a partner.
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Materials: none (crayons optional)
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A 4-by-4 grid of shapes, with rows A to D and columns 1 to 4, gives every box an exact name, so B3 means row B, column 3. Students follow ten steps that build on each other: colour, circle, draw a line and a smiley face, move one box down from their X, and count shapes. Then they write two new steps about the grid and trade them. The key notes that a clear direction names one exact box or shape and one action.
Model step 2 before students start: put a finger on A1 and count two boxes to the right, landing on the square in A3. Students often count A1 itself and stop one box short.
Step 9's answer is 2: the A1 circle and the C3 triangle. A student who writes a different number has coloured an extra shape or skipped step 1 or step 5.
Test partner directions by having the writer watch the partner follow them without talking. A direction that needs explaining is missing a box name or an action.
Ways to adjust the ten steps for different students.
Each one is checked against the official document. Where the resource covers only part of a standard, the note says so.
Students follow ten written steps on a shape grid, finding boxes by row and column, moving right, down and above, then write two directions for a partner; the grid is a made-up space rather than a familiar real place.
No. Every step is meant to be done, in order; the steps build on each other instead.
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