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# Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 1 Resource Pack

## Step 1: Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 1

Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 1 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Measure Mass in Grams & Year 3 Measure Mass 1 for Summer Block 4.

### What's included in the Pack?

This Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 1 pack includes:

• Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 1 Teaching PowerPoint with examples.
• Year 2 Measure Mass in Grams Varied Fluency with answers.
• Year 2 Measure Mass in Grams Reasoning and Problem Solving with answers.
• Year 3 Measure Mass 1 Varied Fluency with answers.
• Year 3 Measure Mass 1 Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 2: (2M1) Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Mathematics Year 3: (3M2b) Measure mass (kg/g)

Differentiation for Year 2 Measure Mass in Grams:

Varied Fluency
Developing Questions to support ordering and reading amounts in grams, increments of 10 only.
Expected Questions to support ordering and reading amounts in grams, increments of 2, 5 and 10.
Greater Depth Questions to support ordering and reading amounts in grams, increments of 2, 5 and 10, some measurements fall in between increments on the scale.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Read a scale and calculate how much another item weighs. Scale in increments of 10 only. Calculations involve adding a multiple of 10 to a single digit number.
Expected Read a scale and calculate how much another item weighs. Scale in increments of 2, 5 and 10. Calculations involve adding a multiple of 10 to a two digit number.
Greater Depth Read a scale and calculate how much another item weighs. Scale in increments of 2, 5 and 10, with some measurements falling between increments on the scale. Calculations involve adding a two-digit number to a two-digit number.

Questions 2, 5 and 8 (Problem Solving)
Developing Compare two weights on a scale to determine what a third weight could be. Scales in increments of 10 only.
Expected Compare two weights on a scale to determine what a third weight could be. Scales in increments of 2, 5 and 10.
Greater Depth Compare two weights on a scale to determine what a third weight could be. Scales in increments of 2, 5 and 10, with some measurements falling between increments on the scale.

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether a statement about the weight of an object is correct. Balance scales use 10g weights only. One-step problem.
Expected Explain whether a statement about the weight of an object is correct. Balance scales use 2g, 5g and 10g weights. One-step problem.
Greater Depth Explain whether a statement about the weight of an object is correct. Balance scales use 2g, 5g and 10g weights. Two-step problem.

Differentiation for Year 3 Measure Mass 1:

Varied Fluency
Developing Questions to support measuring mass. Increments of 1, 2, 5 or 10 used. All increments labelled.
Expected Questions to support measuring mass. Increments of 4, 8, 50 or 100 used. Some scales have every other increment labelled.
Greater Depth Questions to support measuring mass. Increments of 4, 8, 50 or 100 used, but (most/no) increments are (not) labelled on the scales.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing When given information about the weight of an object, determine the weight of another. Increments of 1, 2, 5 or 10 used. All increments labelled.
Expected When given information about the weight of an object, determine the weight of another. Increments of 4, 8, 50 or 100 used. Every other increment labelled.
Greater Depth When given information about the weight of an object, determine the weight of another. Increments of 4, 8, 50 or 100 used, but most increments are not labelled on the scales.

Questions 2, 5 and 8 (Problem Solving)
Developing Identify missing quantities of ingredients needed when measuring mass. Increments of 1, 2, 5 or 10 used. All increments labelled.
Expected Identify missing quantities of ingredients needed when measuring mass. Increments of 4, 8, 50 or 100 used. Every other increment labelled.
Greater Depth Identify missing quantities of ingredients needed when measuring mass. Increments of 4, 8, 50 or 100 used, but most increments are not labelled on the scales.

Questions 3, 6 and 9 (Problem Solving)
Developing Decide whether a statement about weighing scales is correct and explain why. Increments of 1, 2, 5 or 10 used. All increments labelled.
Expected Decide whether a statement is correct or incorrect and explain why when measuring mass. Increments of 4, 8, 50 or 100 used. Every other increment labelled.
Greater Depth Decide whether a statement is correct or incorrect and explain why when measuring mass. Increments of 4, 8, 50 or 100 used, but most increments are not labelled on the scales.