Important: Generate this entire core teaching sequence in ONE TomoMotion run. Do not create separate outputs for each part. Use the narration and visual sequence below in order. The tool may render the full sequence as one continuous video; preserve the timing targets and transitions.
MASTER PROMPT — VIDEO 1: “2.5 ANGLE — ARIN’S TURNING DISCOVERY”
Create one continuous Grade 6 mathematics teaching video segment, approximately 2 minutes 55 seconds long, to sit between a short character-led opening and closing. This is a discovery lesson, not a formal lecture. Use clean, original vector-style geometry, smooth animation, large readable labels, simple Grade 6 English and short thinking pauses. No title card, no closing card, no extra presenter. Do not teach superimposition in detail, degrees or protractor use.
PART 1 — REAL-LIFE TURNING (target 0:00–0:35)
VISUAL: Continue the visual idea of an opening book. Show a pair of scissors nearly closed, then opening. Highlight the pivot where the blades join. Show a mathematical compass/divider opening and closing; highlight where the arms join. Briefly show spectacles opening and a door opening. Each example should be visually clear and last only a few seconds. Use original assets, not textbook screenshots.
NARRATION:
“The two sides of a book start close together. As one side turns, the opening becomes wider. Now look at these scissors. When one blade turns away from the other, the opening changes. Here is a mathematical compass. Again, two arms meet at one point, and the opening changes as the arms turn.”
ON-SCREEN TEXT, one phrase at a time: “LOOK AT THE TURN” → “THE OPENING CHANGES”.
Pause 2 seconds after the question: “What do these movements have in common?”
PART 2 — FROM OBJECTS TO TWO RAYS (target 0:35–1:00)
VISUAL: Transition from the two blades of scissors to a clean mathematical diagram. Draw two straight rays from a shared point O: ray OA horizontally to the right and ray OB diagonally upward-right. Both rays must start exactly at O. Animate ray OB turning around O from the direction of OA. Add a small curved arc to indicate the turn.
NARRATION:
“In mathematics, we can represent this kind of opening using two rays. When two rays have the same starting point, they form an angle.”
ON-SCREEN TEXT: “TWO RAYS + COMMON STARTING POINT = ANGLE”.
Keep the diagram simple and central.
PART 3 — VERTEX (target 1:00–1:20)
VISUAL: Gently zoom toward O. Add a subtle glow or ring around O; do not obscure the point or rays.
NARRATION:
“That common starting point has a special name. It is called the vertex.”
ON-SCREEN TEXT: “O = VERTEX”.
Hold the diagram long enough for students to see O clearly.
PART 4 — THE ARMS (target 1:20–1:40)
VISUAL: Keep the same diagram. Highlight ray OA, then ray OB, one at a time. Add labels ARM beside each ray. Keep the rays connected to O.
NARRATION:
“Each ray forming the angle is called an arm. So an angle has one vertex and two arms.”
ON-SCREEN TEXT: “ONE VERTEX • TWO ARMS”.
Do not introduce extra points or labels that make the diagram confusing.
PART 5 — ANGLE AS AMOUNT OF TURN (target 1:40–2:05)
VISUAL: Keep ray OA fixed. Animate ray OB rotating around O to show a small turn, a medium turn and a larger turn. Use a clean curved arc to show rotation. Do not display degree numbers.
NARRATION:
“An angle tells us how much one arm turns around the vertex to reach the other arm. In other words, an angle represents an amount of turn.”
ON-SCREEN TEXT: “ANGLE = AMOUNT OF TURN”.
Make the movement easy to follow; the moving ray must rotate around O, not slide away from the vertex.
PART 6 — PREVENT THE ARM-LENGTH MISCONCEPTION (target 2:05–2:35)
VISUAL: Show two angles side by side. Angle A has shorter arms but a wider opening. Angle B has longer arms but a narrower opening. Make the difference in opening unmistakable. Ask the question and hold both diagrams still during the pause.
NARRATION:
“Look at these two angles. Which one do you think is bigger?”
PAUSE: 3 seconds. Display “THINK…”.
NARRATION:
“Look at the opening, not the length of the arms. The size of an angle depends on the amount of turn. Longer arms do not automatically mean a bigger angle.”
ON-SCREEN TEXT: “LONGER ARMS ≠ BIGGER ANGLE” followed by “LOOK AT THE TURN”.
The visual must clearly show Angle A has the wider opening.
PART 7 — BRIDGE TO COMPARING ANGLES (target 2:35–2:45)
VISUAL: Show two angles with different openings. Rotate one entire angle to a different orientation without changing its opening. Then show the question “Which angle is bigger?” Do not perform the superimposition method here.
NARRATION:
“Now we have a new question. If two angles look different, how can we tell which one is bigger? What if one is tilted, or the arms have different lengths? There is a clever way to compare them. We will discover it next.”
ON-SCREEN TEXT: “NEXT: 2.6 COMPARING ANGLES”.
PART 8 — SHORT RECAP (target 2:45–2:55)
VISUAL: Show the clean angle diagram O with OA and OB. Bring in three lines of text, one at a time.
NARRATION:
“Remember: two rays with a common starting point form an angle. The common point is the vertex, and the rays are the arms. Angle size is the amount of turn. Ready to compare angles?”
ON-SCREEN TEXT:
“TWO RAYS + COMMON VERTEX = ANGLE”
“ANGLE SIZE = AMOUNT OF TURN”
End with the diagram and a clean ray extending to the right for the closing clip transition.
GLOBAL MATHEMATICAL AND VISUAL RULES:
1. Both rays must begin at the exact same vertex O.
2. Label O as the vertex; label A and B on the respective arms only when needed.
3. Show clear ray direction/arrowheads where appropriate. Use a curved arc for the turn, not a random decorative curve.
4. Do not imply that arm length determines angle size.
5. Do not introduce degrees, protractors or formal measurement.
6. Do not teach superimposition in this video; only create anticipation for Video 2.
7. Use original visuals; never use textbook screenshots or copy textbook illustrations.
8. Keep all mathematical labels clean and correct. If AI-generated labels are malformed, leave the area clear for editor overlays.
9. Use simple Grade 6 English, natural narration, short pauses and no unnecessary sound effects.
10. Output one continuous core video segment.
