M&G3.1 Students access/interact with containers of different capacity.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.3 Compares the capacity of containers and the volume of objects or substances using direct comparison. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

WMES1.5 Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Early Stage 1 content (Reflecting)

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-11MG Describes and compares the capacities and the volumes of objects or substances using everyday language. 

 

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-28MG Selects and uses units to estimate and measure volume and capacity.

 

HSC Life Skills 11-12 Outcomes 2007 

6.1 Demonstrates knowledge and understanding of the attributes of size, shape, length, mass, temperature, area and volume.

6.2 Demonstrates knowledge, understanding and use of measurement units and tools for length, mass, temperature, area and volume.

6.5 Estimates and calculates quantities

 

Framework Indicators

 

  • Makes eye contact with containers of different capacities.
  • Reaches for containers of different capacities.
  • Makes physical contact with containers of different capacities.
  • Explores containers of different capacities with senses.
  • WM Use senses to explore water play equipment during free play activities.

Teacher Language

 

Give an instruction

‘Look at the container’.

 

Make a statement

‘There is sand/ rice/water in this container’.

‘You are touching the container’.

‘SN has the container’.

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

Makes eye contact with containers of different capacities

Place a number of containers of different capacities directly in the student’s eyesight. The containers could have different amounts of substances such as sand, rice or water.  Teacher states ‘SN, look at the containers. There is sand/rice/water in this container’. The student may make eye contact with the containers for a brief period of time. Immediately reinforce the student for looking at the containers even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze with the containers so they are in front of the student’s eyes.

 

Reaches for, makes physical contact with and explores with senses containers of different capacities

Repeat the above activity with a focus on encouraging the student to reach for and interact with the containers. Teacher states ‘SN, you are touching a container. There is sand/rice/water in this container’. Once the student grasps the container reinforce them immediately by saying ‘SN has the container’. 

 

Websites

Websites that contain resources, games or activities that could be used to support this goal include:

 


Suggested Apps

 

Kids Math - Measurement Worksheets