Length

Year One 2017

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

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

 

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

 

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

 

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

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

 

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

 

Select and use the appropriate attribute when responding to measurement questions and select units of measure suitable for measuring mass  

 

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

 

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

 

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

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  

 

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

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

 

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  

 

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

 

 

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