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

Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 2 Resources

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

Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 2 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 (kg) & Year 3 Measure Mass 2 for Summer Block 4.

 

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What's included in the Pack?

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

  • Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 2 Teaching PowerPoint with examples.
  • Year 2 Measure Mass (kg) Varied Fluency with answers.
  • Year 2 Measure Mass (kg) Reasoning and Problem Solving with answers.
  • Year 3 Measure Mass 2 Varied Fluency with answers.
  • Year 3 Measure Mass 2 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 2: (2M2) Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

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

Mathematics Year 3: (3N1b) Count from 0 in multiples of 4, 8, 50 and 100

Differentiation for Year 2 Measure Mass (kg):

Varied Fluency
Developing Questions to support measuring and comparing mass in kg including reading scales in increments of 10 with all increments marked on the scale.
Expected Questions to support measuring and comparing mass in kg including reading scales in increments of 2, 5 and 10, with most increments marked on the scale.
Greater Depth Questions to support measuring and comparing mass in kg including reading scales in increments of 2, 5 and 10 and not all increments are marked on the scale.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Find and correct the mistake. Scale uses increments of 10 only with all increments marked on the scale.
Expected Find and correct the mistake. Scale uses increments of 2, 5 and 10 with most increments marked on the scale.
Greater Depth Find and correct the mistake. Scale uses increments of 2, 5 and 10 and where some measurements fall in between and not all increments marked on the scale.

Questions 2, 5 and 8 (Problem Solving)
Developing Give the possible weight of the object using increments of 10 with all increments marked on the scale.
Expected Give the possible weight of the object using increments of 2, 5 and 10 with most increments marked on the scale.
Greater Depth Give the possible weight of the object using increments of 2, 5 and 10 and where some measurements fall in between and not all increments marked on the scale.

Questions 3, 6 and 9 (Reasoning)
Developing Explain whether you agree or disagree with a statement made when working out the weight of an item on a scale using increments of 10 only with all increments marked on the scale.
Expected Explain whether you agree or disagree with a statement made when working out the weight of an item on a scale using increments of 2, 5 and 10 mostly marked on the scale.
Greater Depth Explain whether you agree or disagree with a statement made when working out the weight of an item on a scale using increments of 2, 5 and 10 and where some measurements fall in between and not all increments are marked on the scale.

Differentiation for Year 3 Measure Mass 2:

Varied Fluency
Developing Questions to support measuring mass using mixed measurements of kg and g. Using measurements in multiples of 100. All increments labelled.
Expected Questions to support measuring mass using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Every other increment labelled.
Greater Depth Questions to support measuring mass using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Only kg increments labelled, all g increments unlabelled.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Identify and explain which of the two scales displays the heaviest/lightest measure, using mixed measurements of kg and g. Using measurements in multiples of 100. Every increment labelled.
Expected Identify and explain which of the three scales displays the heaviest/lightest measure, using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Every other increment labelled.
Greater Depth Identify and explain which of the three scales displays the heaviest/lightest measure, using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Only kg increments labelled.

Questions 2, 5 and 8 (Problem Solving)
Developing Find the combination of objects that will balance the scales, using mixed measurements of kg and g. Using measurements in multiples of 100. Every increment labelled.
Expected Find the combination of objects that will balance the scales, using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Every other increment labelled.
Greater Depth Find the combination of objects that will balance the scales, using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Only kg increments labelled.

Questions 3, 6 and 9 (Reasoning)
Developing Explain who is correct when reading scales, using mixed measurements of kg and g. Using measurements in multiples of 100. Every increment labelled.
Expected Explain who is correct when reading scales, using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Every other increment labelled.
Greater Depth Explain who is correct when reading scales, using mixed measurements of kg and g. Using measurements in multiples of 50 and 100. Only kg increments labelled.

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