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| Length
Year One 2017 |
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| Victorian Curriculum | Success Criteria- Know, Understand, Do | Novice | Competent | Expert |
| Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
Foundation |
Recognise objects of different length | |||
| Use opposite terms to compare objects; for example, tall/ short | ||||
| Use language of approximation; for example, about, almost, nearly | ||||
| Describe measurement attributes of the same object;
for example, tall, short |
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| Find objects clearly longer than or shorter than a given object | ||||
| Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
Year One
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Use language of comparison; for example, longer, shorter, wider, taller | |||
| Describe lengths of objects using comparative terms; for example, longer, taller | ||||
| Identify objects of equal length | ||||
| Compare length of two objects using indirect methods; for example, using a string along two curved paths, to compare two lengths | ||||
| Estimate and measures using informal units such as paces for length, to compare the lengths of objects | ||||
| Find objects bigger/smaller/equal to a given object or unit of measure | ||||
| Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
Year Two
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Estimate and compare straight or curved objects to decide which is longer/shorter | |||
| Order sets of objects by their length | ||||
| Distinguish the different length attributes of an object (length, width, height) | ||||
| Compare the length of objects by lining up the base | ||||
| Recognise the need to avoid gaps or overlaps when measuring | ||||
| Accurately measure the length, width and height of objects using informal uniform units | ||||
| Use ‘between’ to describe measurements; for example, the book’s width is between 7 and 8 hand spans | ||||
| Understand that the use of different attributes can lead to different results when ordering; for example, this jug is taller than that vase, but it holds less | ||||
| Measure, order and compare objects using familiar metric units of length, area, mass and capacity(VCMMG140)
Year Three
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Make increasingly accurate estimates of measurements using informal units and standard units (centimetres and metres) | |||
| Make estimations using personal units, such as pace length and arm span, and comparison with metres using formal units, such as metres and centimetres | ||||
| Make objects to a specified length using metres and centimetres | ||||
| Recognise and use standard metric measures in appropriate contexts. | ||||
| Mass
Year One 2017 |
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| Victorian Curriculum | Success Criteria- Know, Understand, Do | Novice | Competent | Expert |
| Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
Foundation |
Use appropriate language of approximation (heavier, lighter) and comparison to describe the attributes of objects with regard to mass | |||
| Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
Year One
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Compare the mass of familiar objects using descriptive terms such as heavier / lighter. | |||
| Estimate and compare the mass of two objects using hefting or a beam balance | ||||
| Estimate and measure using informal units; for example, bricks for weight. | ||||
| Use informal units; for example, handfuls, counters; to estimate, measure and compare masses | ||||
| Find objects heavier/lighter/equal to a given object or unit of measure | ||||
| Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
Year Two
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Select and use the appropriate attribute when responding to measurement questions and select units of measure suitable for measuring mass |
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| Use ‘between’ to describe measurements; for example, it weighs between 7 and 8 marbles | ||||
| Understand that different attributes can lead to different results when ordering; for example, this bottle is taller than but weighs less than this bottle | ||||
| Recognise the differences between non-uniform measures and uniform measures | ||||
| Compare masses of objects using balance scales(VCMMG116)
Year Two
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Estimate and compare objects to make judgements of comparison relating to mass by hefting | |||
| Use the formal unit, kilogram for mass | ||||
| Measure, order and compare objects using familiar metric units of length, area, mass and capacity(VCMMG140)
Year Three
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Use formal units of measurement; for example, kilograms and grams to measure mass | |||
| Make increasingly accurate estimates of measurements using informal units and standard units | ||||
| Know the need to choose same size objects to use as units when comparing the mass of two objects | ||||
| Estimate and measure the mass of common objects; for example, kilogram of flour | ||||
| Make sensible numerical estimates and use ‘between’ statements to express estimates and measures; for example, I think the book will weigh between 40 and 50 grams | ||||
| They read circular scales; for example, bathroom scales, in measurement contexts | ||||
| Express a degree of confidence in estimates, and try to improve estimates with a particular unit by using it several times to measure different objects; for example, marbles for measuring the mass of various objects | ||||
| Order objects according to numerical measure of mass; for example, the number of marbles needed to balance each object | ||||
| Volume & Capacity
Year One 2017 |
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| Victorian Curriculum | Success Criteria- Know, Understand, Do | Novice | Competent | Expert |
| Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (VCMMG078)
Foundation |
Use appropriate language of approximation (holds more, holds less) and comparison to describe the attributes of objects with regard to volume and capacity | |||
| Experiment with different sized containers, making comparisons to decide which holds more or less | ||||
| Order, measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units (VCMMG095)
Year One |
Use appropriate language of approximation (about, almost, nearly, not quite, just under, a bit under) and comparison (same, near/far, holds more/holds less, too heavy) to describe the capacity of objects | |||
| Fill a variety of containers and pour from one to the other to informally compare the capacity of containers | ||||
| Estimate and compare the capacity of two containers, by pouring | ||||
| Order containers from which holds the most to the least | ||||
| Estimate and measure the capacity of containers using informal units; for example, spoonfuls, cups | ||||
| Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (VCMMG115)
Year Two |
Estimate and measure informally the capacity by making, describing and comparing informal units |
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| Compare the relative capacity of familiar objects and containers by eye to decide which holds more | ||||
| Compare two containers by pouring from one to the other | ||||
| Estimate and measure how many uniform, informal units, fill a larger container | ||||
| Estimate, describe and compare measurements of capacity using informal units | ||||
| Begin to recognise the differences between non-uniform measures and uniform measures | ||||
| Measure, order and compare objects using familiar metric units of length, area, mass and capacity(VCMMG140)
Year Three |
Use the formal unit, litre for capacity | |||
| Estimate and measure volume and capacity using appropriate instruments and familiar metric units, such as litres, millilitres | ||||
| Time
Year One 2017 |
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| Victorian Curriculum | Success Criteria | Novice | Competent | Expert |
| Connect days of the week to familiar events and actions (VCMMG080)
Foundation |
Order daily activities in a simple sequence | |||
| Use the terms yesterday, today and tomorrow | ||||
| Know some days of the week and can relate them to events in own | ||||
| Use and responds to language comparing and describing time; for example, before – now-after, longer-shorter, day-night | ||||
| Compare and order the duration of events using the everyday language of time (VCMMG079)
Foundation |
Use language to describe times in relation to each other in everyday situations, for example, later, before, next, last week, morning, afternoon, night | |||
| Recognise the continuity of time and natural cycles such as day/night and the seasons
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| Tell time to the half-hour (VCMMG096)
Year One |
Relate the function of clocks to the telling of time | |||
| Recognise that hands on an analogue clock move and numbers on a digital clock change as time is passing | ||||
| Recognises features of a clock, such as the hands, numbers | ||||
| Reads and interprets o’clock and half past on analogue clocks | ||||
| Describe duration using months, weeks, days and hours (VCMMG097)
Year One |
Sequence the days of the week and relate them to events in their own life | |||
| Know some months of the year and can relate them to events in own life | ||||
| Describe informally the duration of events, for example, we watched TV for more than an hour |
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| Sequence the seasons and relate them to events in their own life | ||||
| Understands how different events take different durations of time and relate these to formal units; seconds, minutes, hours, days | ||||
| Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ (VCMMG117)
Year Two |
Understand how the numbers on a clock face are organised and used when telling the time |
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| Match o’clock times on analogue and digital clocks | ||||
| Recognise the purpose of the different hands on the clock | ||||
| Read analogue clocks to the nearest quarter of an hour | ||||
| Read digital time displays to the nearest quarter of an hour | ||||
| Show awareness that a clock changes in response to the time of day | ||||
| Name and order months and seasons (VCMMG118)
Year Two |
Sequence the months of the year and relate them to events in their own life | |||
| Sequence the seasons and relate them to events in their own life | ||||
| Estimate measures and compares the duration of events | ||||
| Use a calendar to identify the date and determine the number of days in each month (VCMMG119)
Year Two |
Recognise the key elements of a calendar | |||
| Construct time lines for daily activities and uses a calendar for recording daily events | ||||
| Tell time to the minute and investigate the relationship between units of time (VCMMG141)
Year Three |
Read digital time displays and analogue clock times at five-minute intervals | |||
| Use formal units such as hours, minute and seconds for time | ||||
| Understand the relationship between analogue and digital clocks | ||||
| Classify events into those that take less than, more than, or about an hour, half an hour, or five minutes | ||||
| Read digital time displays and analogue clock times to the minute | ||||
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