Do not send this whole bank or recipe/aid-data to learners. Accept correct alternative reasoning and usual communication; physical presentation, speed and amount written are not maths components.
c-first · Capacity
Full supplied source: MODEL jug labels 0,100,200,300,400,500,600 mL with one middle mark between labels. Current level is 350 mL; target is 500 mL. Container A has labelled capacity 300 mL; B has labelled capacity 600 mL. Level and capacity are different; no liquid action is performed by this paper source.
Q1 · Choose a useful unit and marked tool for a small liquid amount. Explain why.
Worked/acceptable response: mL and a labelled measuring jug for a small liquid amount; teacher reviews actual safe kit.
Component: Capacity/amount unit and tool
Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.
Specific unrelated next teaching: Ask a new question about an empty familiar jug.
Q2 · What is each small marked gap, and how much is currently present?
Worked/acceptable response: 50 mL gaps; 350 mL present.
Component: Increment and current level
Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.
Specific unrelated next teaching: Read a new described jug with 20 mL gaps.
Q3 · How much more reaches the target? Show a connected check.
Worked/acceptable response: 500 − 350 = 150 mL; 350 + 150 = 500 mL.
Component: Missing amount and inverse check
Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.
Specific unrelated next teaching: Use an unrelated whole/part amount, keeping unknown blank.
Q4 · Which container can hold the whole target? Explain using capacity, not drawn height.
Worked/acceptable response: B: 600 mL capacity is at least 500 mL. A:300 mL is smaller than the target.
Component: Capacity comparison independent of shape
Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.
Specific unrelated next teaching: Compare new labelled tall/short containers for a new target.