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Developmental Continuum of Growth Points


Measurement – Volume/Capacity






Have an awareness of the attributes of capacity and its descriptive language ·         Use appropriate language of approximation (eg. about, almost, nearly, not quite, just under, a bit under) and comparison (eg. same, near/far, holds more/holds less, too heavy) to describe the capacity of objects


Compare, order and match objects by capacity ·         Fill and pack containers and pour from one to the other to informally compare the capacity of containers

·         Estimate and compare the capacity of two containers using pouring

·         Estimate and measure the capacity of containers using informal units; for example, spoonfuls, cups





Use informal units to measure capacity ·        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 different containers by pouring from one to the other or into two identical containers

·        Estimate and measure how many identical units fill / pack a container

·        Use the number of units to compare the capacity of containers

Uses uniform units appropriately to quantify capacity, assigning number and unit to the measure ·        Estimate, describe and compare measurements of capacity using informal units

·        Recognise the differences between non-uniform measures and uniform measures

·        Use the formal unit, litre for capacity





Use appropriate informal and some formal units to measure volume and capacity ·        Estimate and measure volume and capacity using appropriate instruments.

·        Know how cubic units pack into a rectangular container

·        Relate unit size to number of units






With increasing accuracy use formal units for estimating and measuring volume and capacity ·        Understand the decimal structure built into metric measures

·        Use measurements to compare things including those they have not directly experienced

·        Know that for figures the same shape, the greater the length measurement, the greater the volume, but that is not true for different shapes

·        Understand that volume is measured in cubic units

·        Understand why the volume of rectangular prisms can be found by multiplying its length dimensions

·        Partition units to make measurements more accurate

·        Choose units that are sufficiently small to make the needed comparisons

·        Use understanding of multiplicative structure built into the metric system to move flexibly between related standard units; for example, Interpret 0.2L mark on a scale as 200ml.

·        Make realistic estimates and measurements including things they have not actually seen or experienced

·        Use relationships between measurements to find measures indirectly; for example, knowing that 1ml=1cm³ they can find the volume of an irregular solid in cubic cm by finding how many mL of water it displaces using a capacity cylinder