COPY INTO TOMOMOTION — INTEGRATED VISUAL + NARRATION MASTER PROMPT
Create one continuous, coherent, premium Grade 6 educational mathematics video in 16:9 landscape titled “Meet the Degree — Arin Discovers How Angles Are Measured”. The finished video must include BOTH the animated visuals and a clear spoken narration track. Use the attached full-turn, half-turn, quarter-turn and 30° reference images as visual/geometry guides. Use one consistent warm, clear, encouraging narrator voice for Arin. Speak the exact narration below, in order, without rewriting, skipping, adding, repeating or paraphrasing lines. Synchronise each line to its matching visual sequence and allow a short thinking pause after questions. Do not make Arin appear on screen during the core animation; this is a narrated geometry lesson. Arin appears in the separate Flow Veo opening and ending clips.
VISUAL STYLE AND CONTINUITY: Clean vector geometry, light uncluttered background, consistent arm thickness, fixed pivot points, smooth transitions, crisp high-contrast lines and large readable shapes. Use teal and amber rays to distinguish the two arms. The vertex remains fixed whenever one arm rotates. Rotate the entire angle only when demonstrating a change in orientation. Do not generate decorative clutter, watermarks, unrelated characters or garbled labels. Mathematical accuracy is mandatory.
SEQUENCE 1 — FROM COMPARING TO MEASURING
VISUAL: Show two angles with clearly different openings. Compare their openings without numbers. Transition to a clean question card.
NARRATION (speak exactly):
“We already know how to compare angles. We can look at their openings and decide which one is smaller, larger or equal.”
“But here’s a new question. What if we want to say exactly how big an angle is using a number?”
“Can we measure an angle just like we measure length?”
ON-SCREEN TEXT (add cleanly as an overlay): “How can we give an angle an exact number?”
SEQUENCE 2 — LET’S USE A CIRCLE
VISUAL: Show one ray rotating smoothly around a fixed centre through one complete turn and returning exactly to its starting direction. Then reveal a circle divided into equal conceptual parts. Highlight one small part without creating a cluttered, unreadable display.
NARRATION:
“Let’s think about a full turn.”
“A full turn brings the arm all the way back to where it started.”
“Mathematicians divide a full turn into 360 equal parts.”
“Each one of these small parts is called one degree.”
ON-SCREEN TEXT: “FULL TURN = 360°” and “1° = one degree”.
SEQUENCE 3 — DISCOVER 360°
VISUAL: Complete the full circular turn and highlight the full rotation. Then pause on the full circle and prompt the learner to think about half of it.
NARRATION:
“So one complete turn measures 360 degrees.”
“Think about it. If a full turn has 360 one-degree parts, how many degrees would half a turn have?”
PAUSE: Leave a short learner-thinking pause before continuing.
ON-SCREEN TEXT: “FULL TURN = 360°”.
SEQUENCE 4 — HALF TURN
VISUAL: Reset to one starting ray. Rotate it exactly halfway around so the initial and final rays point in opposite directions on the same straight line. Repeat the same half-turn concept in a vertical or diagonal orientation, without changing the turn amount.
NARRATION:
“A half turn is half of a full turn.”
“That’s why a straight angle measures 180 degrees.”
“The direction may change, but a half turn is still a half turn.”
ON-SCREEN TEXT: “360° ÷ 2 = 180°” and “HALF TURN = 180°”.
SEQUENCE 5 — QUARTER TURN
VISUAL: Reset the ray and rotate it exactly one quarter of a full turn. End with perpendicular arms and a precise square-corner marker. Show a rotated version to reinforce that the angle’s orientation does not change its measure.
NARRATION:
“Now let’s take one quarter of a full turn.”
“So a right angle, which is a quarter turn, measures 90 degrees.”
ON-SCREEN TEXT: “360° ÷ 4 = 90°” and “QUARTER TURN = 90°”.
SEQUENCE 6 — A 30° ANGLE
VISUAL: Show two rays with a small 30° opening. Keep the vertex fixed. Illustrate 30 equal conceptual one-degree units inside the opening in a clear, uncluttered way; do not imply that learners must count every tiny line individually.
NARRATION:
“Look at this angle. Imagine that the turn inside it contains 30 one-degree units.”
“So we say that the measure of this angle is 30 degrees.”
ON-SCREEN TEXT: “30 one-degree units = 30°”.
SEQUENCE 7 — WHAT DOES A DEGREE TELL US?
VISUAL: Compare a small turn, a larger turn, a half turn and a full turn. The larger turn must visibly have a wider opening. End on a clean side-by-side comparison.
NARRATION:
“The degree tells us how much an angle has turned.”
ON-SCREEN TEXT: “Small turn → small angle measure” and “Larger turn → larger angle measure”.
SEQUENCE 8 — MEET THE PROTRACTOR
VISUAL: Only now introduce a clean semicircular protractor beside an angle model. Do not demonstrate how to position it, align the baseline or read either scale; those skills belong to Video 2.
NARRATION:
“But we can’t count hundreds of tiny degree parts every time we want to measure an angle.”
“So we use a special tool called a protractor.”
“A protractor helps us measure an angle in degrees.”
“But how do we place it correctly? And why does a protractor have two sets of numbers?”
ON-SCREEN TEXT: “NEXT: HOW TO USE A PROTRACTOR”.
SEQUENCE 9 — RECAP
VISUAL: Finish with four clean geometry examples: full turn, half turn, quarter turn and a small 30° angle. Hold a final memory card with clear space around each label.
NARRATION:
“So now we have a way to describe an angle using a number.”
ON-SCREEN TEXT:
“FULL TURN = 360°”
“HALF TURN = 180°”
“QUARTER TURN = 90°”
“30° = 30 ONE-DEGREE UNITS”
“TURN → DEGREES → MEASURE”
AUDIO REQUIREMENTS: Generate clear, natural English narration with child-friendly Grade 6 pacing, accurate pronunciation of “degree”, “protractor”, “360 degrees”, “180 degrees” and “90 degrees”. Keep music low under speech. Include short pauses after learner questions. Do not add extra dialogue, ad-libs or sound effects that obscure the narration.
TEXT REQUIREMENTS: Exact labels and degree symbols may be added in the editor/Canva Pro if the generator cannot render text accurately. Do not rely on generated text if it is garbled. The final visible overlays must match the wording above exactly.
STRICT SCOPE: This video introduces degree measurement and the protractor only. Do not teach protractor placement, baseline alignment, inner/outer scale selection, measuring a drawn angle, or drawing an angle. Those belong in Videos 2 and 3.
4. Narration fallback — only if integrated audio is unavailable
Use this as the separate core narration track. Record the lines in sequence and synchronise them to the TomoMotion visual sequences. Opening and ending character dialogue remains in the two Flow Veo clips and must not be duplicated here.
Sequence 1 — From comparing to measuring
Arin (voice-over): “We already know how to compare angles. We can look at their openings and decide which one is smaller, larger or equal.”
Arin (voice-over): “But here’s a new question. What if we want to say exactly how big an angle is using a number?”
Arin (voice-over): “Can we measure an angle just like we measure length?”
Sequence 2 — Let’s use a circle
Arin (voice-over): “Let’s think about a full turn.”
Arin (voice-over): “A full turn brings the arm all the way back to where it started.”
Arin (voice-over): “Mathematicians divide a full turn into 360 equal parts.”
Arin (voice-over): “Each one of these small parts is called one degree.”
Sequence 3 — Discover 360°
Arin (voice-over): “So one complete turn measures 360 degrees.”
Arin (voice-over): “Think about it. If a full turn has 360 one-degree parts, how many degrees would half a turn have?”
Sequence 4 — Half turn
Arin (voice-over): “A half turn is half of a full turn.”
Arin (voice-over): “That’s why a straight angle measures 180 degrees.”
Arin (voice-over): “The direction may change, but a half turn is still a half turn.”
Sequence 5 — Quarter turn
Arin (voice-over): “Now let’s take one quarter of a full turn.”
Arin (voice-over): “So a right angle, which is a quarter turn, measures 90 degrees.”
Sequence 6 — A 30° angle
Arin (voice-over): “Look at this angle. Imagine that the turn inside it contains 30 one-degree units.”
Arin (voice-over): “So we say that the measure of this angle is 30 degrees.”
Sequence 7 — What does a degree tell us?
Arin (voice-over): “The degree tells us how much an angle has turned.”
Sequence 8 — Meet the protractor
Arin (voice-over): “But we can’t count hundreds of tiny degree parts every time we want to measure an angle.”
Arin (voice-over): “So we use a special tool called a protractor.”
Arin (voice-over): “A protractor helps us measure an angle in degrees.”
Arin (voice-over): “But how do we place it correctly? And why does a protractor have two sets of numbers?”
Sequence 9 — Recap
Arin (voice-over): “So now we have a way to describe an angle using a number.”
If TomoMotion cannot generate reliable speech/audio, use the narration lines embedded in the master prompt as the voice track in your editor. This is a fallback, not an additional narration layer. Never play both generated narration and a separately recorded copy.
