All › Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 7 Resource Pack

Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 7 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Compare Capacity & Year 3 Compare Capacities for Summer Block 4.

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This Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 7 pack includes:

- Mixed Age Year 2 and 3 Mass, Capacity and Temperature Step 7 Teaching PowerPoint with examples.
- Year 2 Compare Capacity Varied Fluency with answers.
- Year 2 Compare Capacity Reasoning and Problem Solving with answers.
- Year 3 Compare Capacities Varied Fluency with answers.
- Year 3 Compare Capacities Reasoning and Problem Solving with answers.

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

Mathematics Year 3: (3M9d) Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

**Differentiation for Year 2 Compare Capacity:**

**Varied Fluency**

**Developing **Questions to support comparing volume and capacity, using the vocabulary of more, less, equal, full, empty, half full, nearly empty and nearly full. Including up to 3 containers of the same type.

**Expected **Questions to support comparing volume and capacity, using <, > and = symbols and the vocabulary, quarter, half and three-quarters full. Including up to 4 containers all of different types.

**Greater Depth **Questions to support comparing volume and capacity, using <, > and = symbols and the vocabulary, quarter, half and three-quarters full. Including up to 4 containers all of different types, or groups of the same container, with some written descriptions.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Reasoning)**

**Developing **Explain which container has the largest capacity by counting the number of glasses it can fill. Whole measurements only.

**Expected **Explain which container has the largest capacity by counting the number of glasses it can fill. Whole and half measurements.

**Greater Depth **Explain which container has the largest capacity by counting the number of glasses it can fill. Whole, half, quarter and three-quarter measurements.

**Questions 2, 5 and 8 (Problem Solving)**

**Developing **Compare the volume of containers using more, less or equal. All containers are the same and use the same volume.

**Expected **Compare the volume of containers using <, > and = where one container is used to establish to capacity of other containers. Full and half measures included.

**Greater Depth **Compare the volume of containers using <, > and = where one container is used to establish to capacity of other containers. Full, half and quarter measures included.

**Questions 3, 6 and 9 (Reasoning)**

**Developing **Determine whether a statement about comparing capacity is correct based on information given.

**Expected **Determine whether a statement about comparing capacity is correct based on information given.

**Greater Depth **Determine whether a statement about comparing capacity is correct based on information given. Includes half and quarter measures.

**Differentiation for Year 3 Compare Capacities:**

**Varied Fluency**

**Developing **Questions to support comparing the capacity of two containers. Using the same unit of measure in ml or L and using multiples of 1, 10 and 100. Using most or least to compare.

**Expected **Questions to support comparing the capacity of two containers. Using some mixed units of measure, ml and L, in multiples of 1, 10, 50 and 100. Using most or least to compare and the inequality symbols <, >.

**Greater Depth **Questions to support comparing the capacity of two containers. Using mixed units of measure, ml and l, in multiples of 1, 10, 50 and 100, with some presented as fractions or as all one measure ie. 2,500ml. Using most, least and equal to compare, and the inequality symbols <, > and =.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Problem Solving)**

**Developing **Use given limitations to share a given volume (of up to 20ml) between 3 containers.

**Expected **Use given limitations (involving <, > and =) to share a given volume (of up to 50ml or 50L) between 3 containers.

**Greater Depth **Use given limitations (involving <, > and =) to share a given volume (of up to 60ml or 60L) between 3 containers.

**Questions 2, 5 and 8 (Reasoning)**

**Developing **Explain if a child has made an error in describing exchanging amounts of liquid between containers of differing capacities. Questions are limited to understanding capacity of multiples of 10.

**Expected **Explain if a child has made an error in describing exchanging amounts of liquid between containers of differing capacities. Knowledge of multiples of 5 and 10 required.

**Greater Depth **Explain if a child has made an error in describing exchanging amounts of liquid between containers of differing capacities. Knowledge of multiples of 4, 5 and 10 required.

**Questions 3, 6 and 9 (Reasoning)**

**Developing **Explain a misconception regarding the capacity of different containers. Scales with increments of 1 or 10 units.

**Expected **Explain a misconception regarding the capacity of different containers. Scales with increments using multiples of 10 or 100 units.

**Greater Depth **Explain a misconception regarding the capacity of different containers. Scales’ increments will vary, including some fractions or all as one measure, e.g. 2,500ml.

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