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